Rampton Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Parents are unanimous in holding the school in very high regard.

Many parents commented on how the school has been transformed over the last two years or so, since the appointment of the current headteacher. Leaders and governors have a comprehensive and accurate understanding of the school's strengths and the areas needing further work. The school is in a strong position to continue to improve.

Governance is much improved. The governing body has reviewed all aspects of its work and arranged training to ensure that it is well placed to carry out its roles fully and effectively. Despite staff changes, the quality of teaching and the use of... assessment are consistently good throughout the school.

Staff receive high-quality guidance, mainly from the headteacher, on how to carry out their roles. The school's happy, family and caring ethos makes pupils feel safe and valued. Staff know pupils well as individuals.

Pupils' personal development and behaviour are good. Pupils say that they love coming to school. They almost all attend regularly and work hard in lessons.

They trust and respect the staff and do as they are told. Pupils make good progress in all year groups in reading, writing and mathematics. Progress in mathematics is not quite as strong as in reading and writing.

In mathematics, pupils' number and calculation work, including measures, is better than their problem solving. Some pupils' slow recall of number facts spoils the flow of their mathematical learning. Disadvantaged pupils and pupils who have special educational needs and/or disabilities make good progress from their different starting points.

Well-trained and effective teaching assistants make a particularly valuable contribution to the progress of these pupils. The most able pupils make good progress overall, but their progress in mathematics is not as strong as in reading and writing because : they are not consistently fully challenged in mathematics. In the early years, children make good progress in all areas of learning.

Strong procedures to introduce children to school in the early years, good teaching and effective leadership and management prepare children well for Year 1 and school life beyond.

Information about this school

The school meets requirements on the publication of specified information on its website. The school is much smaller than most schools.

The size of year groups varies considerably and some year groups are small. For example, there are only five Year 3 pupils. Fewer pupils than is typical are from minority ethnic backgrounds.

An average proportion of pupils are from families whose first language is not believed to be English but no pupils are at the early stages of learning English. An average proportion of pupils are supported by the pupil premium. Fewer pupils than the national average have special educational needs and/or disabilities or an education, health and care plan.

In 2015, numbers of pupils in Year 6 were too few to make a reliable judgement as to whether the government's floor standards were met. These are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6. Most teachers have been appointed to the school since the previous inspection, and three of the five teachers in the school have been appointed since June 2016.