Old Cleeve Church of England First School

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About Old Cleeve Church of England First School

Name Old Cleeve Church of England First School
Website http://www.oldcleevecofefirstschool.co.uk
Ofsted Inspections
Headteacher Mrs Emma Murch
Address Huish Lane, Washford, TA23 0PB
Phone Number 01984640232
Phase Academy
Type Academy converter
Age Range 3-9
Religious Character Church of England
Gender Mixed
Number of Pupils 110
Local Authority Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at this friendly, family oriented school. They make a flying start from the moment they arrive to the school, in Nursery.

Pupils go on to achieve well. Staff know each pupil as an individual. They use this knowledge to make learning relevant for each pupil's interests and starting points, including those with special educational needs and/or disabilities (SEND).

As a result, pupils' experiences reflect the school's values to 'achieve, thrive, care and belong'.

Staff expect a lot of pupils. Pupils respond positively.

They show strong attitudes to their learning and behave particularly well around the school. Occasionally, some pupils n...eed reminding to try their hardest in lessons. Pupils and parents agree that bullying is exceptionally rare.

Pupils say they are happy and that everyone looks out for one another. They recognise that staff swiftly resolve any issues on the rare occasions when this is necessary. Consequently, pupils enjoy playing, learning and growing together.

Parents are positive about the experiences their children have. They believe their children are safe and well looked after. They recognise that staff provide unique and targeted support for their children.

Parents rightly say that their children are well prepared for the next stage of their education.

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

Old Cleeve is a strong and improving school. Trust and school leaders have worked together determinedly to turn around a previous decline in standards.

Current leaders have raised expectations and improved the school systematically. Leaders have secured the support and enthusiasm of all. Staff feel, and are, valued.

As a result, the curriculum has improved, pupils are learning more and there is strong engagement from all members of the school community.

Leaders have designed an effective curriculum. They have focused on developing effective subject leadership.

Leaders have changed the way they plan the curriculum. This has raised expectations and ensured that learning is sequenced appropriately. Teachers utilise this planning to promote pupils' learning across subjects in meaningful ways.

As a result, pupils, including those with SEND, remember relevant knowledge and achieve well.

Nevertheless, leaders know there is more to do. They recognise that subject planning now needs refinement so that pupils can learn more and with greater understanding.

For example, in physical education (PE), pupils learn about techniques to improve their performance. However, they do not learn as much about tactics and how to make good decisions when under pressure in games.

Reading has the highest priority across all areas of school life.

High-quality texts underpin planning in the early years, English and wider curriculum areas. Leaders have established a robust programme for teaching reading. Pupils learn to read rapidly as a result.

When pupils are at risk of falling behind, staff utilise strong assessment and targeted support to ensure they keep up. Pupils learn to love reading. They say they enjoy the books their teachers share with them, as well as the opportunity to meet authors in school and online.

Children flourish from the moment they start in the highly effective, nurturing early years provision. Early years leaders are highly ambitious. This is reflected in the carefully planned, rigorous curriculum.

Staff deliver leaders' ambition consistently well and with skill and enthusiasm. Language and communication underpin precisely designed learning areas across the indoor and outdoor spaces. Staff promote high expectations through the positive relationships they establish with every child.

Staff ensure that children make the most of every learning opportunity provided. Children love the chance to learn and explore through very well-planned activities. They develop mature attitudes to learning and are exceptionally well prepared for key stage 1.

Pupils' wider development is promoted well. Leaders ensure that all learning and extra-curricular activities are accessible to all pupils. For example, pupils appreciate the range of clubs and how they can learn about keeping healthy in PE.

Pupils' spiritual, moral, social and cultural development is stimulated very effectively through regular school and church calendar events. Teachers help pupils reflect on big ideas and more complex concepts, either through 'thunks' or during lively collective worship. Pupils learn about different cultures, diversity and fundamental British values.

Trips and visits are utilised, whenever possible, to enrich and enhance pupils' learning. For example, pupils talk positively about visiting varying places of worship, including Hindu temples and churches.


The arrangements for safeguarding are effective.

Leaders have established a highly vigilant safeguarding culture. There are robust policies and procedures in place to safeguard pupils. Staff are well trained and know what they should do if they have a concern.

Detailed records are kept and followed up. Leaders work effectively with other agencies.

Safer recruitment processes are effective.

Appropriate checks are made on new staff and recorded diligently. Those in governance positions ensure that all statutory expectations are met and that policy is followed precisely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have redesigned and replanned several elements of the school's curriculum.

This has helped to raise expectations and improve pupils' learning.However, some elements of the curriculum remain new or overly focused on specific elements of knowledge. Leaders should continue to embed and develop their new curriculum so that pupils' outcomes continue to improve across all subjects.

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