Clifford All Saints CofE Primary School in Sheffield underwent an inspection on October 6 and 7, 2021, and received an overall effectiveness rating of Requires Improvement. The school has experienced significant changes in leadership since its last inspection, which was rated as Good. The new leadership team is focused on addressing previous weaknesses and has made some progress, particularly in the introduction of a new phonics program that aligns reading materials with pupils' phonetic knowledge. However, the school acknowledges that there is much more work to be done to achieve a good standard.
Pupils generally enjoy attending school, and their behavior during lunchtime is calm and positive. However, behavior in lessons is inconsistent, with some pupils disrupting the learning of others when the curriculum is not delivered effectively. Leaders have implemented systems for pupils to report concerns, such as bullying, and pupils feel they have several ways to communicate their worries. Despite this, they lack the skills to manage situations independently.
The school is working to establish a broad and balanced curriculum, with subject leaders receiving training and support. However, there are gaps in the early years curriculum, particularly in preparing children for Year 1. The curriculum has only recently been introduced, and leaders have not yet had the opportunity to ensure consistent delivery across all year groups. As a result, learning outcomes vary, and some pupils struggle to retain knowledge.
In mathematics, curriculum plans are more developed, providing daily opportunities for pupils to revisit prior learning. Reading is prioritized, with staff trained to deliver the phonics program effectively. While some pupils receive additional support to catch up, inconsistencies in phonics teaching mean that not all pupils progress at the same rate.
The provision for pupils with special educational needs and disabilities (SEND) is variable, with individual plans focusing more on behavior than on learning needs. Leaders must ensure that all pupils with SEND receive adequate support to access the curriculum. The new behavior policy has been positively received, but behavior in lessons remains inconsistent across year groups.
Leaders promote fundamental British values through the curriculum and assemblies, and pupils engage enthusiastically with discussions on diversity and equality. Staff report increased workload since the previous inspection but feel supported by leaders in their roles. The interim executive board has the necessary skills to support and challenge leaders, focusing on improvements in safeguarding and curriculum quality.
Safeguarding arrangements are effective, with thorough implementation of new systems and regular audits. Staff receive training to recognize and report risks to pupils, and governors ensure that policies are in place to address safeguarding concerns. The school has made strides in health and safety, with training for the facilities manager to identify and rectify issues.
To improve, the school must ensure that provision for pupils with SEND is consistent and focused on learning needs. Lessons should be well-planned to engage all pupils, and the new PSHE curriculum should be embedded to foster resilience and independence. Leaders need to monitor the implementation of the curriculum to ensure it meets intended outcomes, and outdoor areas in early years should be made more purposeful to enhance learning opportunities.
