Clover Hill Community Primary School

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About Clover Hill Community Primary School

Name Clover Hill Community Primary School
Ofsted Inspections
Headteacher Ms Louise Claire Hall & Mrs Ailsa Holden
Address Glenhurst Drive, Whickham, Newcastle-upon-Tyne, NE16 5SJ
Phone Number 01914334056
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 206
Local Authority Gateshead
Highlights from Latest Inspection

What is it like to attend this school?

Pupils who attend Clover Hill Community Primary School are confident, safe and happy. They enjoy coming to school.

Leaders make sure that pupils are encouraged to 'reach for the stars and shine' every day. This important message is evident in the positive relationships between staff and pupils. Pupils believe that they can achieve whatever they set their minds to.

Leaders, too, have high expectations of what pupils can achieve.

Leaders focus on building pupils' confidence and preparing them for life beyond school. Leaders teach pupils about the keys to being successful, such as showing resilience and trying new things.

Pupils talk with enthusiasm abo...ut occasions when they have tried something new. They are proud of their own successes.

There is an exceptionally strong sense of community in the school.

Parents, staff and governors talk about being part of the 'Clover Hill family'. This sense of community is most obvious in how pupils treat each other. Older pupils look after younger pupils during social times.

Older pupils model positive behaviour and help younger children to cooperate and play together.

Pupils firmly believe that bullying does not happen here. They explain that staff are very clear about why bullying is wrong.

Pupils explain that they are taught to 'put yourself in somebody else's shoes'.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum. They decided that pupils must be clear about how what they learn in the classroom will help them in life.

Making learning relevant to pupils is carefully threaded through different subjects. Pupils understand how what they learn in mathematics and physical education (PE) could be helpful to them in the future. Children in the early years are exceptionally well prepared to move into Year 1 through a carefully planned curriculum.

Leaders have considered effectively how best to support children's language development. Children learn new vocabulary explicitly through 'never heard the word' activities.

Leaders ensure that reading is a high priority across the school.

Adults read to pupils of all ages daily. Younger pupils are spellbound by story time. Children enjoy discussing the stories that they love.

Leaders have ensured that staff are well trained in how to teach pupils to read effectively. Pupils who find reading more difficult are given extra support to help them to keep up with their peers. Children in the early years get off to a flying start with phonics.

Leaders ensure that children are challenged to move on through the curriculum as soon as they are ready.

Teachers introduce new information clearly and have strong subject knowledge. They use questioning to check what pupils have remembered.

In mathematics, for example, pupils value recap activities, where they can go over what they have already learned. In core subjects, assessment is used effectively to help teachers check exactly what pupils have remembered. In some foundation subjects, the ways in which teachers check exactly what pupils know and remember are still being developed.

Leaders in the early years, however, have robust systems in place to monitor how well children are learning the curriculum. They take action quickly to close gaps that children may have.

The behaviour of pupils is impeccable.

They are motivated and engaged in lessons. They are courteous and respectful around the school. Older pupils enjoy their roles as buddies to younger children.

They take this responsibility seriously. All pupils understand the importance of rules. They value being involved in setting their own rules in their 'class charters'.

They have high expectations of their own and each other's behaviour.

Pupils across the school do not give up. Even the youngest children show resilience.

When children find things difficult, their peers are ready to support them. They suggest different solutions and try them out together. Their perseverance pays off.

Leaders have ensured that pupils are exceptionally well prepared to be positive citizens. Staff deliver clear messages about tolerance and respect. These messages are threaded through all aspects of school life.

Pupils talk maturely about equality. They believe that everyone deserves to be treated fairly. They understand, and are ready to challenge, discrimination in a variety of forms.

Pupils appreciate visitors who come in to explain about their different faiths. Pupils understand their place in the community. They contribute to food banks and participate in local remembrance services.

Governors are well informed, and closely involved in the life of the school. They challenge and support school leaders effectively. Leaders have prioritised training and development for staff.

Staff have a range of ongoing opportunities to continue to develop their subject and curriculum knowledge. Staff feel well supported by leaders. They feel that their well-being is considered.

They can give examples of how they are helped to manage their workload. Parents appreciate the way that the headteachers are approachable and supportive. All staff are proud to be members of the Clover Hill Community Primary School community.


The arrangements for safeguarding are effective.

Leaders have ensured that staff are well trained in how to keep pupils safe. Staff know the risks that pupils might face and are alert to them.

Pupils learn about online safety and how to keep themselves safe. External visitors talk to pupils about a range of different risks and how to manage them. All pupils have a trusted adult in school.

Pupils understand that they should report any worries to adults.

Leaders closely monitor pupils who might be vulnerable. Leaders work with external agencies to make sure that pupils who might need extra support get it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the ways in which teachers check with precision exactly what pupils have remembered over time are still being developed. Some gaps in knowledge may not be identified. Leaders should ensure that assessment in foundation subjects is closely matched to the curriculum.

Also at this postcode
The Valley Kids Club at Cloverhill Primary

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