Riders Junior School

Highlights from Latest Inspection

What is it like to attend this school?

The pupils at Riders Junior are proud of their community. Relationships are warm.

They enjoy many aspects of school life, including playing musical instruments and the wide range of after-school clubs. Pupils talk fondly of 'Benjamin', the school dog, who soothes them when needed.

There has been much turbulence in senior leadership at Riders Junior over the past few years.

The school is now in safe hands. Senior leaders have high expectations of everyone. Many recent changes are beginning to make a positive difference to pupils' learning, including the introduction of a new curriculum.

Teachers do, however, need more support to teach this curriculum ...well.

Pupils' behaviour in the classroom and the playground is improving. They say when bullying happens they trust staff to sort it out.

Pupils generally feel safe in school, now behaviour is getting better. They are proud of the school houses they are in. They strive to receive house points by showing positive learning behaviours, such as resilience and focus.

Pupils love being in the winning house and, as a reward, having a non-uniform day. They are well equipped with strategies to sort out any friendship issues they may have.

What does the school do well and what does it need to do better?

In the past, the curriculum did not help pupils remember more over time, particularly in the foundation subjects.

This means pupils have gaps in their knowledge. New senior leaders have not let the constraints of the COVID-19 (coronavirus) pandemic hold them back. They have made good use of support provided by the local authority to introduce a new, carefully sequenced curriculum.

This sets out exactly what should be taught in subjects, and in what order.

However, some teachers struggle to teach what leaders want them to, due to weaknesses in subject knowledge. Teachers do not understand how to adapt curriculum plans for pupils with special educational needs and/or disabilities (SEND).

They do not always spot misconceptions or find out what is not yet fully understood. As a pupil said, 'We get moved on before we understand'. Leaders are developing the skills of subject leaders and teachers to help improve this.

Pupils told inspectors that behaviour is improving in lessons. However, some pupils, particularly, but not solely, pupils with SEND, get confused in lessons because teaching is not always clear. They lose concentration and start to distract each other.

This behaviour is not always noticed by teachers. As a pupil told inspectors, 'This makes learning hard'.

Pupils' reading has not been good enough for a while.

Leaders have recently introduced a phonics programme to support the reading curriculum. They know that staff need more support to ensure that they are teaching phonics correctly. This new approach has made sure that those pupils who are finding it hard to learn to read have lessons that help them get better.

Reading books match what pupils can read. Pupils' confidence in reading is increasing. Nevertheless, because in the past pupils have found reading too hard, they have lost their love of reading.

Leaders know they must prioritise this.

For too long, parents of pupils with SEND have had very little involvement in the education of their child. This worries parents.

Leaders are changing this.

The school's work to develop pupils' broader development is strong. Pupils speak of a school which accepts everyone, whatever their difference.

The curriculum helps pupils to care about issues beyond the school. For example, pupils demonstrate care for the environment through litter picks in their local area.

Leaders have made great strides in improving pupils' attendance and punctuality.

Staff work closely with families and have clear systems in place. However, not enough pupils attend every day. Too many are persistently absent still.

Some teachers voiced concerns about workload. Leaders know that they have made many necessary changes recently to improve learning for pupils. Leaders and governors acknowledge that there is more to do to support teachers further.

Safeguarding

The arrangements for safeguarding are effective.

Staff know pupils well. Safeguarding pupils is at the forefront of everyone's minds.

Leaders have ensured that all staff understand the risks that some pupils may face. Staff are vigilant. They know what to do if they have any concerns, however small.

Leaders work closely with social care to get the best possible help for pupils and their families. Records are meticulous and actions swift. Pre-employment checks are fully in place.

Leaders ensure that pupils learn how to keep themselves safe. For example, pupils know how to stay safe online, both at school and at home.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' subject knowledge is not strong enough in most subjects, including phonics, to teach the new curriculum well.

They sometimes plan lessons that do not tie closely to what they are trying to teach, which confuses pupils. Leaders should make sure that staff have the training they need to teach the new curriculum well. Teachers do not use assessment well enough to tell them what pupils, including disadvantaged pupils and pupils with SEND, remember, understand or can do.

This means that they do not always know what to teach next. Leaders should make sure that teachers know how to use assessment to identify gaps in pupils' knowledge and plan the right work to help those pupils who need to catch up fast. ? Pupils' reading has not been good enough in the past.

Some pupils have lost confidence in their reading ability. As a result, many pupils do not enjoy reading and books. Leaders need to ensure that they continue to develop pupils' enjoyment in reading.

• Staff do not always notice or address low-level disruption in lessons. This limits other pupils' learning. Leaders need to make sure that the newly introduced behaviour management policy is completely understood, and applied effectively and consistently, by all staff.

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