Ravenscroft Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Ravenscroft's 'heart' values of honesty, enjoyment, achievement, respect and talent are lived out in all aspects of the school's daily life. Pupils know how these values guide and support them to make kind and respectful choices. Pupils behave exceedingly well.

They are proud to be part of this school, where they feel happy and safe.

Pupils do their best to live up to the high expectations that the school sets for their achievement. They are enthusiastic and keen to learn.

This is reflected in the high quality of their work. Most pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

A wide range of opportuni...ties is available to pupils to help develop their talents and interests.

Pupils enjoy a variety of trips to places of interest. Such trips help to bring the curriculum to life. The school provides a broad range of clubs such as choir, fitness and eco gardening, together with opportunities to represent the school at sporting events.

Pupils eagerly take on leadership roles. School councillors, reading buddies and play leaders make meaningful contributions to school life. Pupils develop their confidence and leadership skills in these valued roles.

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

As a result of the changes the school has made during the last academic year, there is now a suitably broad and ambitious curriculum that meets the needs of pupils, including those with SEND, well. In most subjects pupils' learning is carefully mapped out from the early years to Year 6. Staff are consistently clear on exactly what pupils need to know, and the order in which they should learn subject content.

However, in a small number of subjects, the steps of learning are not precise enough. This hinders staff in creating learning that helps pupils to build up their knowledge over time.

The school's most recent published data does not reflect the current strengths of the educational offer at this school.

In 2024, pupils' attainment in reading and mathematics at the end of Year 6 was significantly below the national average. A significant proportion of pupils in this year group joined the school at various stages throughout Years 4 to 6. As a result, they were unable to benefit fully from the school's well-designed curriculum.

Currently, most pupils achieve well.

From the moment children enter the early years, staff support them to develop their speech and language through story, rhyme and song. Staff model the language and vocabulary that they wish children to develop and use.

The school has prioritised the teaching of early reading and phonics. Staff deliver the phonics programme consistently well. Those pupils who find reading more difficult receive the support they need to catch up.

Older pupils talk enthusiastically about the books that they have read. Pupils have access to a diverse range of high-quality texts. However, for a small number of pupils in key stage 2 the reading support in place is not helping them to catch up as speedily as they could.

This hinders how well some of these pupils develop reading fluency.

The school has highly effective systems to enable it to identify the specific needs of pupils with SEND at the earliest opportunity. It puts appropriate support in place for these pupils as they move through school.

Pupils with SEND participate in all aspects of school life.

Pupils' excellent attitudes to their education ensure that learning is not disrupted. This highly respectful behaviour means that classrooms, from the early years to Year 6, are purposeful and productive.

The school tracks pupils' attendance rigorously. When attendance falls below the accepted level, the school works with families to provide the right support and challenge to bring about improvement.

The school has a well-considered programme to support pupils' personal development.

Pupils learn how to keep themselves safe both online and offline. They also learn about different faiths and cultures and understand the importance of respect. Pupils were especially knowledgeable about British values.

They are well prepared for life in modern Britain.

Governors understand their strategic role. They hold leaders to account effectively and make sure that the curriculum is of high quality.

They are committed to the school's continued improvement. The school considers the workload and well-being of staff in the decisions that it makes. Staff appreciate the support the school gives them to carry out their roles effectively.

As a result, staff say that they feel valued. Parents hold the school in high regard.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small minority of subjects, the school has not ensured that the steps of knowledge are clearly identified and sequenced. This means that some pupils do not build logically on what they already know. The school should ensure that these subject curriculums are further refined so that staff are clear about the essential knowledge that pupils should learn and the order in which to learn it.

• A small number of pupils in key stage 2 do not receive the appropriate intervention they need to catch up quickly in reading. This hinders how well some of these pupils develop their reading fluency. The school should ensure that the support given to pupils who have gaps in their reading knowledge enables them to catch up with their peers as quickly as possible.

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