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School will reopen as normal on Tuesday 12th December 2017. Hard work has gone into making the site safe today, however the surrounding paths and streets are expected to be icy. Please take care on the way in!

Welcome to Clapham Terrace

Welcome to Clapham Terrace Community Primary School and Nursery. We are extremely proud of our school and the distinctive Victorian buildings in which it is housed. We believe in providing a vibrant and engaging curriculum, which excites children in their learning. We also value each child as an individual and we actively celebrate diversity within school. Our school is at the heart of its local community and we fully involve parents and local community members in the day to day life of the school. We hope that our website gives you a flavour of our school ethos as well as providing useful information but do get in touch if you have any questions.

This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. 

Julie Miles – Head Teacher

“This is a good school, which is improving rapidly” – Ofsted 2014

Ofsted Report

Download the 2014 report

School will reopen as normal on Tuesday 12th December 2017. Hard work has gone into making the site safe today, however the surrounding paths and streets are expected to be icy. Please take care on the way in! ⛄️

We did it! We're the new City of Culture. Now we can show everyone how great our city is and why we love it so much.

Clapham Terrace Receives Inclusive School Award

Clapham Terrace Primary School, Leamington Spa has achieved a national award from IQM. Read their comments about the school below and on the IQM website

The Heart of the Community

Clapham Terrace is set within an established community where housing consists mostly of established terraced properties. As a consequence, the school really is at the heart of the community and as it has been in place for over a hundred years, its reputation is well known. In recent years the standards of provision and the attainment outcomes have been on an upward trajectory, in spite of the significant deprivation, diversity and complexity of its pupil population.

Impressive Changes Made

The Headteacher and her committed team of colleagues have made impressive changes in recent years, both to the fabric of the building and to the standards of teaching and learning. The changes they have collectively made have ensured that all children, irrespective of their particular needs, receive the support they require and as a consequence, children behave well, enjoy their learning and make very good progress from their starting points.

Inclusive Practice is Embedded

There is a very well embedded inclusive practice in all classrooms, supplemented by input by staff with more specialist knowledge. Furthermore, the school has created bespoke learning zones for nurture and for intervention and support which ensures that all children progress well.

The assessor was delighted to see the consistent quality of inclusive provision in the school and recommends that the school be awarded the Inclusion Quality Mark and reviewed in 3 years’ time.

A Sense of Cohesion

There is a distinct sense of cohesion, clarity and purpose among all staff. The school nurtures and supports every child, regardless of the level of need. Through very carefully planned support, guidance and intervention in addition to focused teaching and the social, emotional and behaviour support systems, children learn to become accepting of everyone around them and make good progress. The skills they acquire as a result of these strategies, enable them to become confident and well-rounded individuals.

Systematic Guidance and Support

All children at Clapham Terrace Primary are provided with systematic guidance and support to ensure that they engage well with each other and embrace positive values for life. This guidance inevitably takes a variety of forms. From early years, children’s social and emotional development is a key priority and this is carefully built upon through generic systems aligned with the school’s PSHE programme.

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