Carclaze Community Primary School

Strengths

• Phonics is a particular strength, with pupils securing the knowledge needed for Year 1 and reading books matched to known sounds.
• Pupils secure times tables by the end of Year 4, with outcomes above the national average in the 2025 multiplication tables check.
• Pupils generally achieve well in reading, writing and mathematics by the end of key stage 2.
• Leaders have established very effective attendance systems, and overall attendance is above national figures.
• Persistent absence has reduced through rigorous checks and swift intervention.
• Behaviour across the school is generally calm and orderly, and pupils are confident and eager to talk about their learning.
• The curriculum is broad, balanced and clearly sequenced, with regular checks on effectiveness by leaders and the trust.
• Teaching of basic English and mathematics is prioritised, and pupils who fall behind receive appropriate support to catch up.
• Staff know pupils' circumstances well, including young carers, and disadvantaged pupils achieve in line with disadvantaged pupils nationally.
• The personal development offer is effective, including PSHE, local safety contexts, and opportunities to represent the school.
• New leadership has a clear ambitious vision and an accurate view of the school's strengths and weaknesses.
• The trust supports the school effectively, provides additional resource, and fulfils its statutory duties.
• Safeguarding standards are met, and pupils feel safe and secure.
• Pupils show compassion and empathy for groups who face discrimination.

Areas for Improvement

• Early years requires attention because some teaching is not effective or well matched to children's needs.
• Staff in early years do not have high enough expectations of what children can do during lessons and transitions.
• Children's learning across the seven areas of learning is uneven.
• Too many children in early years lack the basic skills they need for writing, including pencil grip and accurate letter formation.
• Teachers sometimes do not correct mistakes in pupils' handwriting with enough rigour.
• Too few pupils achieve greater depth in writing.
• Disadvantaged pupils do not achieve as highly in writing as they do in reading and mathematics.
• Some staff do not consistently implement the precise SEND adaptations needed, causing some pupils to disengage or struggle.
• Changes in the trust's SEND systems caused unrest for parents and carers, and the process could have been handled better.
• Staff workload and wellbeing concerns persist because positive changes coincided with changes in trust systems.
• Parent and carer views are mixed due to lack of clarity or timeliness in some communication from the school and trust.
• Participation rates of disadvantaged pupils and pupils with SEND in extracurricular clubs need improvement.
• The impact of diversity content on pupils' understanding is more limited than leaders intend.
• Occasionally, a few pupils disengage with learning and need help to refocus.
• A few pupils struggle to live up to leaders' high expectations of behaviour, including some with social, emotional and mental health needs.

• Primary Schools
• Secondary Schools