Ravensdale Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this school.

They enjoy studying a wide range of subjects. Pupils also benefit from learning about how to have good physical and mental health.

Staff have high expectations for all pupils.

Pupils achieve well. Staff are working hard to ensure that all pupils have a love of reading. However, not all pupils value reading.

Enjoyment of reading is a top priority for this school.

The school is a calm place to learn. Effective strategies are in place that help pupils to behave well.

Pupils understand the new anti-bullying policy. They say there is less bullying in school now. Where bullying does happen, teache...rs deal with it quickly.

Pupils know and understand the school values. Teachers help them with 'learning to live and living to learn'. Pupils know that respect is important.

They learn about tolerance and understanding.

The school provides a caring environment for pupils. Parents and carers, and pupils, value this greatly.

They say it is a 'safety net' when they need it most.

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

A broad curriculum is in place for all subjects. The curriculum is organised so that pupils learn and remember over time in all subjects.

Teachers help pupils remember by revisiting important knowledge. They check understanding with assessments.

Pupils achieve well, particularly in mathematics.

Teachers are subject experts. They plan lessons to ensure that pupils enjoy learning and develop their knowledge.

Sometimes, pupils with special educational needs and/or disabilities (SEND), do not remember what they have studied.

Teachers identify pupil needs. However, they do not always ensure that learning is broken down into appropriate steps for pupils with SEND.

Reading receives priority.

Strategies are in place to promote a love of reading. Some pupils do not enjoy reading and cannot recall authors or books they have read. Teachers share important techniques to help pupils improve the accuracy of their reading.

Pupils read books across the subjects they learn, for example in history. Those who struggle with reading receive support to catch up. They get extra help to close gaps in knowledge.

Despite this, pupils do not always catch up quickly, right from the start of early reading. Sometimes teachers do not teach the plans they have well enough.

Pupils behave well.

They are courteous and they show good attitudes to one another. A small minority occasionally use disrespectful language. Teachers manage this well.

They do not accept poor behaviour choices. Incidents of bullying have reduced. The school invests time in ensuring good attendance, which is improving.

Staff are ambitious for pupils' personal development. They remind pupils about school values in assembly. They help them with pastoral support.

There is a well-sequenced curriculum in place for personal, social, health and economic education. Pupils learn about a range of topics, including positive relationships and online safety. Pupils can talk about protected characteristics and life in modern Britain.

They are less secure in talking about different faiths. Pupils enjoy attending clubs and taking part in educational visits. Not all pupils are encouraged to take part in wider opportunities.

There is a range of training opportunities available to all staff. They value these. They say it is improving their teaching.

Teachers value how their workload has reduced over time.

Governors and trustees work with clear plans for checking the quality of the provision. They work hard to engage with parents.

Governors understand their roles. They challenge and support leaders to improve the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of teachers are not as confident about the most effective strategies to use consistently when teaching pupils to read. As a result, pupils do not always develop the knowledge of texts and authors, and the ability to read fluently, as quickly as they could. Leaders should ensure that all staff have the knowledge they need to select and use the most effective strategies when teaching pupils to read.

• Teachers do not always adapt the curriculum as effectively as they could to meet the needs of all pupils in all subjects. Some pupils, including those with SEND, do not keep up with their peers in a small number of subjects. Leaders should ensure that teachers have the information they need to adapt their teaching so that all pupils learn the intended curriculum.