Abbots Ripton CofE Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils develop charisma, confidence and curiosity.

They use these qualities to offer ideas during discussions or to ask questions to check their understanding. Active participation in lessons helps staff identify and assist pupils who need extra help. As a result, many pupils excel, including in statutory assessment t...ests.

Kind and respectful behaviour is customary. A focus on teaching values helps to nurture empathy among pupils. Practical experiences also ground this learning in reality.

For example, during the harvest festival, pupils gather and deliver non-perishable food items to a charity. Here, they meet people who teach them, in a way that is right for their age, about the challenges others face. Attending a school that promotes caring for others ensures pupils' happiness and safety.

School-wide initiatives encourage responsibility and teamwork. They also promote a sense of community and shared achievement. For example, pupils earn tokens for good behaviour.

It culminates in a collective vote on a school-wide reward. These rewards include building dens and themed dress-up days.

Pupils benefit greatly from the school's community engagement.

The parent-teacher association organises many memorable fundraising and extra-curricular experiences. The annual careers event, for example, broadens pupils' aspirations. Participating parents and carers help pupils explore various professions.

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

Pupils' behaviour is exemplary. This is because the school fosters a strong sense of community. It proactively builds relationships and sets expectations from the start.

The newsletter introduces new families, making everyone feel welcome and valued. This respect cultivates collaboration. Older pupils lead lunchtime games for younger ones.

They also buddy with Reception children to welcome them into the school community. These positive relationships make school a happy place to learn and work in.

There is a well-planned curriculum.

It provides teachers with the clarity they need to teach different topics and concepts. Teachers focus on reviewing previous lessons to ensure pupils understand. They work to expand pupils' vocabulary and show clear steps for completing activities.

Diligent teaching assistants repeat instructions for pupils who need extra support. As a result, pupils concentrate on learning. They perform activities with success and receive recognition and reward for their efforts.

The school is outward facing, using its links with other providers to further enhance the curriculum. This is particularly evident in the provision for reading. A rigorous phonics programme was recently introduced.

The aim was to build on pupils' consistently high achievement in reading. Leaders understand how to embed improvements. By providing effective staff training, coaching and tailored reading materials, a greater number of pupils are now excelling in reading.

Also, the school invests in its book stock. Staff enthusiastically suggest books that introduce pupils to new people and places. This, along with the support many pupils receive at home, fosters a deeper love of reading.

High-quality teaching meets the needs of pupils with special educational needs and/or disabilities effectively. Staff are well prepared to offer pupils the support and tools necessary to aid their progress. For instance, during reading sessions, staff use customised flashcards.

These help pupils review sounds and words they will encounter in their book. This approach sets pupils up for success. It shows in the way pupils read books at an appropriate pace, with fitting expressions.

There is a further suite of in-school support. This includes support to overcome challenges with speech and language, concentration and motor skills regulation. When necessary, the school promptly seeks advice and services from external partners.

Throughout this process, parents play a crucial role in shaping the support tailored to their child's success.

The school monitors pupils' attendance daily and over time. This allows leaders to intervene without delay when a pupil's attendance declines.

The school's care for pupils' achievement drives its proactive approach to attendance issues. Additionally, governors compare the school's attendance rates with local and national benchmarks. It provides assurance that the school's actions are resulting in pupils' pleasing attendance.

This small school has a big personal development programme. There is a wide range of lunchtime and after-school clubs. These allow pupils to develop their talents.

Clubs include athletics, dance and singing, to name but a few. Pupils compete in many intra- and inter-school events. These include an art exhibition and a mathematics tournament.

Staff, parents and pupils agree that the school is well led and managed. There is effective communication, training and adherence to policies. This maintains relationships and high-quality teaching and minimises workload challenges.

Governors are dedicated and skilled. There is rigour in how they conduct meetings and school visits. They use these to check, assess and commend the school.

This ensures the school runs like a well-oiled machine, serving its community well.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in June 2015.

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