The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
A Victorian school building dating back to 1890 sets the tone here, traditional on the outside, modern in what it expects children to achieve. Academic outcomes at the end of Key Stage 2 are a clear strength, with results well above England averages, and a local reputation that drives competition for places.
Leadership is stable. Mrs Julie Miles has led the school since September 2013, which matters in a primary setting where consistency is often the difference between a good school and a reliably good one. A nursery on site adds an important entry point for families who want continuity from age three, even though admission to Nursery does not automatically secure a Reception place.
For parents weighing up options in Leamington Spa, the headline is simple. Strong results, good oversight, and an admissions process shaped by demand.
This is a school that positions itself as a community primary in more than name, with pupils given structured roles and responsibilities that go beyond token leadership badges. In the most recent inspection period, a practical enterprise element, the Snack Shack, was highlighted as a real example of pupils learning how to contribute and take responsibility.
There is also a noticeable emphasis on inclusion and belonging. The latest inspection evidence points to pupils feeling safe, cared for and included, which is the right foundation for a school that pushes hard academically.
The Victorian premises are not treated as wallpaper. Curriculum documentation frames the building itself as part of learning, a tangible way to connect pupils to local and national history, and to make “the past” less abstract for younger children.
Key Stage 2 outcomes are strong by any benchmark. In 2024, 87.7% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 41.0% achieved greater depth in reading, writing and mathematics, compared with 8% across England.
Scaled scores reinforce the same story. Reading averaged 108, mathematics 109, and grammar, punctuation and spelling 110, all above typical national benchmarks.
Rankings are equally persuasive. Ranked 984th in England and 2nd in Leamington Spa for primary outcomes (FindMySchool ranking, based on official data), the school sits well above England average, within the top 10% of primaries in England.
Parents comparing local options may find it useful to use the FindMySchool Local Hub comparison tools to view these results side by side with nearby schools, using the same measures and year of data.
England ranks and key metrics (where available)
Reading, Writing & Maths
87.67%
% of pupils achieving expected standard
Early reading is treated as a core craft rather than a bolt-on. The most recent inspection evidence points to staff using assessment to spot pupils who start to slip behind, then putting targeted support in place quickly so that fluency and confidence build early. A culture of reading is reinforced through events and enrichment, including workshops with a named reading patron who is a children’s author.
Mathematics appears carefully sequenced, with knowledge and skills mapped so pupils build learning lesson by lesson. This is important in a high-performing primary, because pupils can only sustain strong Key Stage 2 outcomes if earlier foundations are secure.
One area to watch is curriculum precision in a small number of subjects. Where the knowledge pupils are expected to retain is not explicitly defined, learning can become less secure than it should be.
Quality of Education
Good
Behaviour & Attitudes
Outstanding
Personal Development
Outstanding
Leadership & Management
Outstanding
FMS Inspection Score calculated by FindMySchool based on official inspection data.
A sensible next step is to read Warwickshire’s admissions guidance alongside the secondary schools you are considering, then attend open events where possible. Where travel is tight or school places are pressured, it is worth modelling several realistic options rather than planning around a single outcome.
Reception entry is coordinated through Warwickshire, rather than directly with the school. For September 2026 entry, applications opened on 01 November 2025, and the deadline is 15 January 2026 (Warwickshire’s published deadline is 4.00pm). Offers are issued on 16 April 2026.
Demand is the defining feature. In the most recent admissions data, there were 115 applications and 29 offers, which is just under 4 applications per place. The first preference pressure is also evident, with first preference demand exceeding the number of offers.
Nursery is a separate pathway. Children are eligible for a Nursery place from the term after their third birthday, and the Nursery operates mornings during term time. Families should treat Nursery as valuable early years provision, not as a guaranteed route into Reception.
Applications
115
Total received
Places Offered
29
Subscription Rate
4.0x
Applications per place
Behaviour and daily culture are a strength. The latest Ofsted inspection (16 and 17 November 2021) judged the school Good overall, with Outstanding grades for behaviour and attitudes, personal development, leadership and management, and early years provision.
Safeguarding practice is described as effective, with clear systems for staff suitability checks, regular training, and prompt escalation when concerns are raised. Support for pupils with additional needs is presented as personalised when required, rather than formulaic, which aligns with a school trying to combine high expectations with inclusion.
Enrichment is not framed as “nice to have”. It is used to build confidence and contribution. A strong example is the school choir’s involvement with Young Voices, giving pupils a large-scale performance experience that many primaries cannot offer consistently.
Pupil leadership runs through extracurricular and wider life. Inspection evidence references the UNICEF steering group and the Including Children Everywhere committee as meaningful ways pupils contribute to school culture and wider citizenship.
After-school activity options also include provider-led sport. Published club listings for Autumn 2025 include Little Kickers Football as an after-school option, which will appeal to families who want structured sport without needing additional weekend commitments.
The school day is structured in a way that suits working families, with a clear start-of-day routine and staggered end times. Published timetable information indicates pupils are supervised on site from 08.45, with the main line-up at 08.50. Reception and Key Stage 1 finish at 15.15, with Key Stage 2 finishing shortly after.
Wraparound care is available through a breakfast club (Blast Off) and an after-school club (Rockets). Rockets runs from the end of the school day until 18.00. Nursery provision runs in the morning during term time, so families needing full-day early years care should check what is, and is not, offered on site.
Competition for places. With around four applications per place in the available admissions data, entry pressure is real. Families should plan for more than one realistic option.
Nursery is not a guaranteed route to Reception. The Nursery is a valuable early years offer, but Reception entry is still subject to Warwickshire’s coordinated admissions process.
Curriculum precision varies by subject. A small number of subjects were identified as needing clearer definition of the precise knowledge pupils should retain, which matters for consistency as children move through the school.
Academy transition context. The school became part of the Warwick Schools Foundation Multi Academy Trust from September 2025, which can bring policy and governance changes over time.
Clapham Terrace Community Primary School and Nursery stands out for its combination of strong Key Stage 2 outcomes, high expectations, and a school culture that takes behaviour, citizenship and inclusion seriously. It suits families who want an academically ambitious state primary with stable leadership and structured opportunities beyond lessons, and who are prepared to engage early with admissions due to competition for places.
Yes, it is a strong option academically, with Key Stage 2 results well above England averages and a top 10% position nationally on FindMySchool’s primary rankings for the most recent data. The latest full inspection judged it Good overall, with several areas graded Outstanding, which supports the picture of a well-run school with clear expectations.
Reception places are allocated through Warwickshire’s coordinated admissions process. For September 2026 entry, applications opened on 01 November 2025 and the deadline was 15 January 2026, with offers released on 16 April 2026. Families should follow Warwickshire’s published process and timelines for future entry years.
No. Nursery provides an early years place from the term after a child’s third birthday, but Reception admissions are still handled through the local authority’s coordinated process. Families should plan on making a formal Reception application even if their child attends the Nursery.
Yes. Available information indicates a breakfast club (Blast Off) and an after-school club (Rockets), with Rockets running until 18.00. Families should confirm availability and booking arrangements directly with the provider, as wraparound arrangements can change year to year.
In the most recent Key Stage 2 data, 87.7% met the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 41.0% achieved greater depth, compared with 8% across England.
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Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
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