High Clarence Primary School, located in Middlesbrough, was inspected on November 16 and 17, 2022. The overall effectiveness of the school is rated as requiring improvement, with specific areas such as the quality of education, personal development, and leadership and management also requiring improvement. However, the school demonstrates good behaviour and attitudes among pupils, and the early years provision is rated as good.
Pupils express enjoyment in attending this small, friendly community school, benefiting from positive relationships with staff who listen to their ideas and concerns. The school fosters a supportive environment where pupils feel safe and happy, likening the school atmosphere to that of a family. Behaviour is noted as a strength, with pupils engaged in their learning and demonstrating kindness towards one another. During social times, the school environment is lively, with pupils actively playing and utilizing available equipment.
The new headteacher has a clear understanding of the school's priorities and acknowledges that the quality of education needs improvement. Some pupils require additional support to develop reading skills, and there are instances where teachers do not focus on essential learning objectives in subjects like science and geography. This lack of focus can hinder pupils' ability to retain knowledge over time. While pupils enjoy a variety of enriching activities, there is a noted deficiency in opportunities to study diversity and explore fundamental British values.
The leadership team has made strides in enhancing the school, particularly by prioritizing reading and introducing a new phonics program. However, some staff members lack adequate training to implement phonics instruction effectively, resulting in some pupils not achieving their full reading potential. The school promotes a love of reading, with pupils enjoying visits to the new library and engaging with a wide range of books.
Mathematics is identified as a strength, with a well-structured curriculum that effectively develops vocabulary and understanding. Teachers demonstrate strong subject knowledge and adapt lessons to reinforce previous learning, contributing to pupils' positive attitudes towards the subject.
Despite the ambitious curriculum, there are inconsistencies in its implementation, with some tasks not aligning well with intended learning outcomes. This misalignment can prevent pupils from fully grasping and recalling important subject knowledge. Additionally, leaders have not been rigorous enough in monitoring how well pupils retain their learning.
Support for pupils with special educational needs and disabilities is effective, with quick identification of needs and additional guidance provided. However, there are limited opportunities for these pupils to practice and embed their learning across various subjects.
Pupils exhibit good behaviour in lessons, focusing on their learning, and staff employ consistent strategies to support those who may need extra help. The early years provision is strong, with caring and supportive adults fostering clear routines and stimulating learning environments. Parents are encouraged to engage in their children's education, contributing to a welcoming school community.
The school has effective safeguarding arrangements, with staff well-informed about procedures to support pupils and families in need. Pupils are educated on safety, including online safety and building healthy relationships.
To improve, the school must enhance phonics training for staff to ensure consistent, high-quality instruction. The curriculum's implementation needs to be strengthened, with a focus on designing activities that facilitate learning and retention of key knowledge. The PSHE curriculum should be enriched to provide pupils with a deeper understanding of cultural differences and British values. Lastly, leaders and governors need to monitor and evaluate the quality of education more rigorously to ensure all pupils can recall essential knowledge across the curriculum.
