Claremont Primary School, located in Cricklewood, London, has been recognized as a good school following its recent inspection on April 17 and 18, 2024. The head of the school, Sally Neaves, operates under The Elliot Foundation Academies Trust, which provides additional oversight and support. The trust is led by CEO Hugh Greenaway and overseen by a board of trustees chaired by Tim Coulson. The school also benefits from the leadership of executive headteacher Daniel Hawkins, who oversees Claremont and another school.
The school environment is characterized by respectful and friendly interactions among pupils. Leaders maintain high expectations for all students, ensuring that the curriculum is broad, balanced, and ambitious, catering for the needs of all learners, including those with special educational needs and disabilities. Pupils express enjoyment in their learning experiences and feel safe within the school community. The school promotes strong peer relationships and conflict resolution skills, particularly in the early years, where children develop independence and sensible behavior.
Claremont Primary School emphasizes not only academic knowledge but also the creativity and well-being of its pupils. Leadership opportunities are available for students, such as learning champions, well-being ambassadors, and eco-warriors, allowing them to contribute positively to the school community. Educational visits further enhance learning, with pupils engaging in practical applications of their studies, such as geography and poetry workshops.
The school has made significant strides in revising and improving its curriculum across various subjects. While some changes are still in progress, the school has established firm curriculum foundations in areas like reading and mathematics. Staff members report that leaders are considerate of their well-being and workload, fostering a supportive work environment. Teachers demonstrate secure subject knowledge, engaging pupils effectively and providing ample opportunities for practice and consolidation of new skills. However, in some newer curriculum areas, there are instances where classwork does not fully support pupils in mastering the material.
Leaders have adapted their approach to early reading, ensuring that all pupils receive appropriate support, including those in the additionally resourced provision for autism and those learning English as an additional language. Despite the effective reading instruction, the school's published academic outcomes do not fully reflect this success. Daily reading sessions and targeted support for struggling pupils are in place to enhance reading fluency and confidence.
Pupils with special educational needs in the additionally resourced provision receive strong support tailored to their individual needs. The school ensures that these pupils are included in the broader school community and have access to the curriculum through adapted teaching methods. Overall, pupils are eager learners, actively participating in discussions and collaborating on problem-solving tasks. The school's behavior policy is consistently applied, minimizing disruptions and fostering a conducive learning environment.
Attendance tracking is a priority for leaders, who address the reasons behind absences, resulting in improving attendance rates. A variety of extracurricular clubs, including sports and science activities, enrich the pupils' experiences. The school choir participates in concerts, showcasing the talents of its students.
The safeguarding arrangements at Claremont Primary School are effective, ensuring the safety and well-being of all pupils. While the school has made commendable progress, there are areas for improvement, particularly in ensuring that all pupils consistently retain key knowledge and skills over the long term. The school is encouraged to enhance its teaching practices to support secure learning and understanding of the curriculum.
