Raynville Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. The headteacher is ambitious for all pupils. His high expectations are rapidly driving improvements.

They ensure that pupils achieve well from their starting points. Senior and middle leaders work hard for the benefit of all pupils. Staff are proud members of the school.

Governors know the school well, and its priorities for further improvement. They ask increasingly challenging questions of the school's leaders. Leaders ensure that teaching, learning and assessment are typically good.

Consequently, increasing numbers of pupils reach above average standards, especially in reading and mathematics, by the end of Year 6. Standards ...in writing are also rising across the school. Leaders have taken steps, however, to accelerate faster pupils' progress in writing.

Children achieve outstandingly well in the early years. The stimulating learning opportunities in the Nursery and Reception years now equip children very well indeed for work in Year 1. Pupils are safe and well looked after in the school.

They successfully benefit spiritually, morally, socially and culturally from the wide array of visits and experiences. Pupils attend regularly and behave well. They show positive attitudes towards their learning.

The physical education and sport premium funding is used exceptionally well to develop pupils' awareness of the importance of leading a healthy lifestyle. The use of additional funding is also effective in enhancing the learning of pupils who have special educational needs (SEN) and/or disabilities, and those from disadvantaged backgrounds. A small proportion of teaching, particularly in key stage 1, is not challenging enough.

On occasions, in some lessons, teachers are not watchful enough of pupils' learning. They do not sufficiently adapt work to meet pupils' changing needs, especially for the most able. Some teachers do not always show high enough expectations of pupils' learning and outcomes in subjects other than reading, writing and mathematics.

Not all leaders, especially those with subject responsibilities, monitor carefully enough the effectiveness of teaching on all pupils' learning, and the skills that pupils develop in all subjects.

Information about this school

The school meets requirements on the publication of specified information on its website. The school is a larger than average-sized primary school.

The vast majority of pupils are White British. Few pupils speak English as an additional language. The proportion of pupils known to be eligible for support through the pupil premium is above average.

The proportion of pupils who have SEN and/or disabilities is slightly below average. Very few pupils have an education, health and care plan. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress.

Children start the early years with part-time education in the Nursery. In Reception, children receive full-time education. Since the last inspection, there have been significant changes in staffing.

A new headteacher, and chair of governors took up post in September 2016. New middle leaders, new teachers and new governors have also been appointed. A range of high quality support to help to improve the quality of teaching, and leadership, has been provided by schools within the Leeds West family of schools, and beyond.