Ravensthorpe Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending school. They appreciate recent improvements and the renewed calm and purpose these have brought. The school rules to 'be respectful, prepared and safe' are typically lived out by pupils.

Pupils benefit from the consistent approaches to managing behaviour during lessons now in place. Classrooms are calm and orderly. This means learning is typically free from disruption.

Trained staff provide tailored approaches for pupils who need extra help. This includes those pupils with special educational needs and/or disabilities (SEND). Interventions support pupils well and make the school environment a welcoming place.

This helps meet pupils' soc...ial and emotional needs.

Pupils value the range of trips, visitors and wider opportunities on offer. There is a particularly strong sporting provision.

Pupils love the opportunity to attend clubs such as dodgeball, cricket, and football. They broaden their horizons through newly established chances to play musical instruments.

Pupils are starting to benefit from the new curriculums the school has introduced.

They are starting to secure the important knowledge the school expects them to. However, much of the curriculum is new. Pupils do not have a secure understanding of the knowledge they need for their next stage of learning.

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

Ravensthorpe Primary School is an improving school. The new leadership team is working at pace to bring about the changes needed. This is beginning to have a positive impact on pupils' achievement.

However, there is more work to do to ensure pupils receive a good quality of education.

The school has developed a broad and balanced curriculum. They have identified the important knowledge pupils learn from early years to Year 6.

In some subjects, such as reading and physical education, this is well established. Here, pupils learn content which builds upon previous learning. This helps pupils to secure their knowledge over time.

In many subjects, the school has recently introduced new curriculums. These curriculums now identify the precise knowledge pupils will learn. Where these curriculums are new, pupils have gaps in their learning that prevent them from securing their knowledge as well as the school expects.

Staff are getting to grips with teaching the new curriculum. On occasion, staff do not present important information clearly enough. This means some pupils do not learn as successfully as they should.

Leaders are aware of this. They are providing training and support for staff in how to deliver the content of the new curriculum.

A positive reading culture is developing across the school.

Children start learning to read as soon as they start in Reception. Pupils read books that match the sounds that they know. Should pupils fall behind with reading, well-trained staff provide effective support to help them catch up.

This helps pupils to develop their fluency and confidence.

Children make a strong start in early years. Routines and expectations are well established.

Staff plan meaningful activities that help children to secure their understanding of important knowledge. They question children well to support and extend their learning. This helps children to be well prepared for future learning in Year 1.

Clear systems to identify and support pupils with SEND are in place. For many pupils, teachers make suitable adaptations to planning. These help pupils with SEND to access learning in the classroom.

Other pupils have individual curriculum plans. These are well considered and meet pupils' needs. Pupils with SEND are generally successful in their learning.

The school has introduced strategies to ensure consistency in the way staff manage behaviour. Staff implement these approaches well. This has secured clear and consistent expectations across classes.

While most pupils enjoy break and lunchtimes, behaviour at unstructured times is less consistent. Expectations are not as clear during these times. The school is addressing where this needs to improve.

Improving attendance is a school priority. Strong relationships mean the school offers bespoke support and challenge where attendance is not as good as it should be. This is having a positive impact, although leaders recognise there is more work to do.

Pupils know what makes a healthy relationship. They know how to keep themselves safe, including when online. Pupils understand the importance of respect and tolerance.

They learn about different cultures and faiths. They enhance their knowledge through themed events such as safeguarding weeks and diversity day.

School and trust leaders have balanced school improvement priorities with staff well-being.

Staff feel valued and supported. Governors and trustees know the school. They understand where the school needs to work to ensure pupils benefit from an improved quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In subjects where the curriculum is new, pupils have gaps in their knowledge. This makes it hard for them to access new learning and build their knowledge over time.

The school should ensure staff address pupils' gaps in knowledge, so pupils better secure their knowledge over time. ? There are inconsistencies in how well staff teach the curriculum. Staff do not consistently present important information clearly enough to pupils.

This prevents pupils from securing their understanding of important knowledge over time. The school should ensure staff have the support they need to develop their pedagogy. This is so they routinely present information clearly to pupils.

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