|Name||Ryton Community Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 November 2017|
|Address||Main Road, Ryton, Tyne and Wear, NE40 3AF|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||13.1%|
|Pupils with SEN Support||4.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is part of a federation arrangement with Ryton Junior School. The school is much smaller than the average-sized primary school. The vast majority of pupils are of White British heritage and speak English as their first language. The proportion of pupils who are eligible for support from the pupil premium and the proportion of pupils who have special educational needs and/or disabilities are well below the national average. There have been significant changes to the teaching staff since the start of the previous academic year. The executive headteacher was appointed in September 2016 but was absent during this inspection. An acting executive headteacher has been in post since September 2017. The school’s part-time nursery operates in the morning and afternoon. Reception children attend on a full-time basis.
Summary of key findings for parents and pupils
This is a good school Under the inspirational leadership of the executive headteacher, an ethos of high expectations has been created. Leaders are doggedly determined to eradicate anything that is second best. The sensitive and highly effective leadership of the acting executive headteacher, ably supported by the skilful deputy headteacher and the governing body, has continued to transform learning since the school was previously inspected. Leaders’ continuing ambition to eliminate underperformance and to provide the best experiences for all pupils is translated into action, and this means the school is continuing to improve. Outcomes for pupils are now good. Current pupils are making strong progress from their individual starting points. Pupils’ writing skills still lag behind those found in reading and mathematics. Children in the early years make a solid start to their learning. They work happily and cooperatively together. As a result of good teaching, pupils learn quickly and are beginning to apply their skills across all subjects. Teachers and teaching assistants are skilled at supporting pupils’ progress in learning. Leaders’ planned and agreed actions to improve teaching still further are not yet consistently applied in every class. Leaders’ effective use of the pupil premium funding has resulted in the difference between the progress and attainment of disadvantaged pupils and their peers diminishing rapidly, but a small difference still remains. The well-planned curriculum ensures that pupils’ visits across the region fire their enthusiasm for learning. The school’s tracking of pupils’ progress in science, creative and foundation subjects is very new and developing and not yet embedded. The behaviour of pupils is good. They have respect and care for each other and are polite and friendly. They display excellent manners. Governors share leaders’ passion and ambition to improve. They play a key role in the school’s ongoing success and keep a sharp eye on actions to ensure further improvements. They are very well informed, and know the school inside out. Despite recent improvements, rates of attendance are below the national average. Too many pupils are persistently absent.