Ralph Butterfield Primary School

Highlights from Latest Inspection

Main findings

Determined and dedicated leadership by the headteacher, supported effectively by her senior leaders, has driven the school to its position of outstanding effectiveness. Since the previous inspection, there has been an unwavering focus on seeking the highest possible outcomes for pupils.

This has been secured through an exceptionally rigorous approach to analysing pupils' performance data, the implementation of robust tracking systems and the very high profile given to professional development. As a result, pupils' attainment in English and mathematics at the end of Key Stage 2 has remained high compared to national levels for the past five years. The school's self-evaluation is extremely accurate.
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Issues from the previous inspection have been addressed very successfully. Some exceptional performance, along with the very successful pursuit of equality of opportunity for all pupils, provides clear evidence of the school's outstanding capacity for sustained improvement. Safeguarding arrangements are met fully and have a high profile in the school's work.

Governance is good because the governing body is increasingly involved and effective in holding the school to account for what it achieves. The outstanding care, guidance and support teachers and other adults who work in school provide for pupils are strengths which are appreciated by parents and carers, who hold the school in very high regard. They are rightly impressed by 'the high expectations of work and behaviour' and 'the emphasis on each child as an individual'.

Pupils greatly enjoy school, which helps to explain their high levels of attendance. Their good spiritual, moral, social and cultural development underpins the school's work. As a result, the school is a cohesive and harmonious community.

Relationships among pupils and with staff are excellent. Pupils' behaviour is exemplary, which contributes to their good learning, including the learning of pupils with special educational needs and/or disabilities. Pupils have excellent knowledge of what constitutes a healthy lifestyle.

They feel very safe and secure and know who to turn to if they need help. Children enter the Reception classes with skills that are broadly typical for their age. They get off to a flying start because of the high quality leadership and provision.

Consequently, pupils' skills, knowledge and understanding are above average when they enter Year 1. The quality of teaching in Key Stage 1 and 2 is good overall, with many strong features. However, a few lessons are only satisfactory and teaching does not ensure that pupils always know how to improve and have opportunities in all lessons to evaluate how challenging they found the work.

Nevertheless, pupils benefit enormously from a very coherent curriculum which increasingly creates meaningful links between subjects to add relevance and excitement to pupils' learning. The school makes very good use of external partnerships which make a significant contribution to pupils' learning and personal development.

Information about the school

This is a larger than average-sized primary school.

The percentages of pupils from minority ethnic groups and who speak English as an additional language are much smaller than is typical nationally. The proportions of pupils who have special educational needs and/or disabilities and who are known to be eligible for free school meals are well below the national averages. The school holds the Basic Skills Quality Mark, National Healthy School status, the Active Mark, the Arts Mark, an 'Investors in People' Award and an Extended Schools' Partnership Award.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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