Clifton Community School, located in Rotherham, South Yorkshire, underwent its first inspection by Ofsted in December 2019, receiving an overall effectiveness rating of good. The quality of education was also rated as good, while behavior and attitudes were noted to require improvement. Personal development and leadership and management were both rated as good. The school has made significant strides since its previous status, as it was not previously inspected and had been under special measures.
Pupils express a strong sense of safety and support within the school environment, highlighting the positive relationships they have with staff. Teachers and leaders demonstrate high expectations for student achievement, although some pupils struggle with understanding key vocabulary, which can hinder their learning. Additionally, students have reported that certain subjects, particularly science, can sometimes be too easy.
Behavior among pupils is reportedly improving, with clear policies in place to manage disruptions. The school has established a system that allows for warnings and removals from lessons to maintain a calm learning environment. Pupils feel that bullying is addressed promptly by leaders, contributing to a positive school culture.
The curriculum is undergoing improvements, with plans for a full launch of changes in September 2020. These changes aim to provide more opportunities for pupils to study English Baccalaureate subjects at the GCSE level. Students take pride in their school and appreciate the experiences offered through initiatives like the Clifton pledge, which guarantees a variety of extracurricular opportunities.
While most pupils make good progress, their attainment levels do not match those of their peers nationally. Leaders are actively working to enhance the curriculum to address this gap. The recent curriculum review has led to better sequencing of subjects, which supports all pupils, including those with special educational needs and disabilities. However, confidence in science learning remains lower compared to other subjects.
The school has transitioned to a three-year key stage 3 curriculum, allowing pupils to experience a broader range of subjects before selecting their options in Year 9. Additional support is provided for pupils with weak literacy and numeracy skills, helping them catch up effectively. The school also supports students who arrive with limited English proficiency.
Teachers present subjects clearly, enabling pupils to understand their learning objectives. They assess student knowledge effectively and possess strong subject knowledge. The headteacher prioritizes hiring subject specialists, and those who are not specialists receive support to enhance their expertise.
Pupils have access to a wide range of extracurricular activities that contribute to their personal development. The school’s personal, social, health, and economic education program equips students with knowledge about life in Britain and risk management. Although behavior has improved, there are still concerns regarding fixed-term exclusions and classroom removals, which leaders are addressing.
Attendance rates are improving, yet they remain below the national average. Leaders have implemented various strategies to enhance attendance further. Parents and staff express confidence in the leadership team, noting that leaders consider their workload and provide support when needed.
The safeguarding arrangements at Clifton Community School are effective, with staff trained to recognize and report concerns. Leaders ensure that all necessary checks on adults working with children are conducted, maintaining a high standard of pupil safety. Overall, while the school has made commendable progress, there are areas for continued improvement, particularly in behavior management, attendance, and curriculum sequencing in science.
