Raysfield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Raysfield Primary School is a happy place to be.

Pupils are curious and keen to learn. The school's vision 'know myself, respond to my world and connect with my community' and the school motto 'be kind, be respectful and be brave', thread through all aspects of school life.

Leaders are ambitious for all pupils.

Staff model the school's high expectations. From the start, children learn to behave well. Pupils know right from wrong.

The small number of pupils who find it harder to behave are effectively supported to improve. The school is calm and orderly. Pupils learn what bullying is and what to do if it occurs.

They are confident that if it ...were to happen, staff would quickly sort it out. Pupils know they can turn to an adult to help them with concerns or worries. Pupils feel safe and parents agree.

Pupils enjoy the opportunity to listen to visitors and take part in assemblies. This helps them learn to stay safe and build healthy relationships. Pupils are proud to be awarded the 'Aim High' certificate in assembly.

Most parents and carers are positive about the school. Many appreciate the commitment and support school leaders give them.

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

Leaders prioritise reading.

It is the central support to the curriculum. From the beginning of Reception Year, children learn early sounds well and link them to the sounds that letters make. Teachers have regular training that develops their subject knowledge.

They use assessment well to identify pupils who need more help. Staff spot pupils at risk of falling behind quickly. These pupils get extra support to keep up.

Early reading books match the sounds pupils know. This means they quickly develop the knowledge they need to become fluent, confident readers. In key stage 2, teachers check that pupils learn how to analyse texts teachers read to them.

Pupils say that teachers make reading interesting.

Leaders are continually making improvements to the curriculum. They think carefully about how they deepen pupils' skills and knowledge over time.

Curriculum plans are well sequenced and ambitious. Some subjects in the wider curriculum are at an early stage of development. As a result, pupils have gaps in their knowledge.

In these subjects, pupils do not learn as well as they could.

Pupils learn what they should in mathematics. Learning is broken down into small steps.

This helps pupils, including those with special educational needs and/or disabilities (SEND), to learn well. In early years, the focus on number gives children a firm foundation for future learning. Teachers challenge pupils to apply their knowledge and vocabulary to solve problems.

Teachers use assessment to check what pupils know and remember about the curriculum. This is used well in early reading and mathematics. However, in some subjects in the wider curriculum, leaders do not have a sufficiently detailed understanding of how well pupils are learning the curriculum.

This means pupils' misconceptions persist.

Leaders identify accurately and review regularly the support pupils with SEND receive. Pupils in the Lodge and Den benefit from effective, tailored support.

This enables pupils with SEND to learn with confidence and success across the curriculum. Leaders evaluate the effectiveness of this provision to know what is working well.

Pupils feel valued.

Staff listen to pupils in a climate of respect and compassion. Leaders and staff promote pupils' well-being and health, including for those with complex needs. The relationships between staff and pupils are encouraging and warm.

Leaders provide opportunities for pupils to become well-rounded young people with the skills to make a difference to the world as they grow older. The curriculum develops pupils' understanding of moral and social issues. Pupils, including those with SEND, take part in extra-curricular clubs and fundraising events.

Pupils take up positions of responsibility, such as members of the school and eco council, well-being ambassadors and as Year 6 house captains. Pupils learn about different faiths and cultures. Older pupils understand what it means to be different.

Governors share leaders' ambitions for the school's future. They provide robust challenge and support. Governors have a detailed understanding of what the school does well and what it needs to do next.

Staff appreciate the consideration leaders give to their well-being and workload. They welcome the professional development leaders provide. Staff are a cohesive team.

They are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure all staff understand their role in keeping children safe.

All staff are trained well and knowledgeable about the signs of abuse. Staff are vigilant. There are rigorous systems in place to identify pupils at risk of harm.

Record keeping is appropriate and thorough.

Leaders work with outside agencies quickly when families and pupils need help. Leaders challenge and escalate concerns if needed.

The curriculum supports pupils to stay safe. Pupils know how to be safe online and in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' plans for a few subjects in the wider curriculum are not as strong as the others.

Pupils have gaps in their learning in these subjects. Leaders need to continue the work they have started and ensure that plans for all subjects are as clear and detailed as they could be, so that pupils learn effectively. ? In some subjects in the wider curriculum, assessment is not used well enough.

Leaders do not fully understand how well pupils learn the curriculum in these subjects. As a result, pupils do not know and remember as much as they should. Leaders should make better use of assessments to check what pupils know and can do in these subjects.

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