Clawton Primary School, located in Devon, was inspected on 15 and 16 October 2024. The inspection revealed that the quality of education requires improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management also require improvement, but early years provision was deemed good. The headteacher, Maryl Steyn, leads the school, which is part of the Alumnis Multi-Academy Trust, overseen by CEO Neil Moir and a board of trustees chaired by Sian Kate Jenkins. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected in this capacity.
Since joining the trust, the school has experienced significant changes in staffing and leadership, but it has now stabilized. Staff and trust leaders are committed to ensuring the success of all pupils. The curriculum has undergone numerous changes to raise expectations, but it is still in the early stages of implementation. Some pupils struggle to build their knowledge across subjects, and there are concerns regarding reading proficiency among certain students.
Pupils benefit from strong pastoral support, which fosters a safe and welcoming environment. Parents and carers appreciate the care provided by the school, and pupils value the emphasis on equality. Relationships between staff and pupils are warm, contributing to a nurturing learning atmosphere. The school prioritizes character development, focusing on virtues that encourage active citizenship and community involvement.
While the school is working to develop an ambitious curriculum, there are areas needing improvement. In some subjects, the curriculum does not clearly outline how pupils can build on prior learning, and some staff lack the necessary expertise to present key knowledge effectively. This results in gaps in pupils' understanding and hinders their progress. The school has prioritized staff training in these areas, leading to some improvements in teaching.
For subjects that are further along in their development, the school has clearly identified the knowledge that pupils need to acquire. This clarity helps teachers understand what to teach and when, allowing pupils to build their knowledge more securely. However, the methods used to check pupils' understanding are not precise enough, leading to unaddressed gaps in knowledge and repeated errors in learning. This affects all pupils, including those with special educational needs and disabilities.
Some pupils, particularly those who have fallen behind, do not receive adequate support to learn to read quickly. They lack access to reading materials that match their phonetic knowledge, limiting their opportunities to practice and become confident readers. Nevertheless, the school promotes a love of reading through diverse texts that expose pupils to various genres and perspectives. The early years provision is strong, with children engaged in activities that capture their interests and prepare them well for future learning.
Pupils exhibit calm and orderly behaviour, with most showing positive attitudes towards their learning. The school provides additional support for those who struggle with behaviour management, and attendance rates are above national averages. The school actively develops pupils' understanding of the wider world through educational trips and lessons on British values, ensuring they are well-prepared for life in modern society.
Governance is effective, with those responsible having a clear understanding of the school's strengths and areas for improvement. The arrangements for safeguarding are effective, ensuring the safety and well-being of all pupils. To improve, the school must ensure that pupils receive appropriate reading support and that staff effectively identify and address gaps in knowledge. Additionally, the trust needs to enhance staff expertise to deliver the new curriculum effectively, ensuring that all pupils can build their knowledge securely.
