Ribbleton Avenue Methodist Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe in this school. They have positive relationships with staff and feel nurtured and cared for.

Leaders have high expectations for pupils' learning and behaviour.

Leaders' ambition for all pupils, including those with special educational needs and/or disabilities (SEND), is reflected in the school's values. Pupils know and understand these values and follow them with pride.

Pupils want to do their best and leaders have ensured that lessons are not disrupted. Pupils told inspectors that when there are incidents of poor behaviour or bullying, staff deal with these quickly and effectively. This allows pupils to focus on their learning..../>
Pupils enjoy the opportunity to take part in outdoor learning. They like learning about hiking and using compasses and coordinates. Pupils told inspectors that they like being in the fresh air and painting 'jars of nature'.

This helps pupils to gain wider experiences and take pride in their local environment. Pupils are keen to keep the school grounds free from litter. They learn how to become responsible citizens.

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

Leaders have developed a broad and ambitious curriculum for all pupils, including for those with SEND. Leaders ensure that staff identify the needs of pupils with SEND and act to provide a curriculum that meets these needs.

Leaders are clear about the essential knowledge they want pupils to learn and when they should learn it.

New learning builds on what pupils already know. However, in a very small number of subjects, curriculums are still relatively new. Leaders have not monitored how well these new curriculums are being delivered.

Pupils' learning is not as secure in these subjects as it is in others.

Mostly, teachers have the equipment and resources that they need to deliver curriculums well. Pupils focus on their learning and can make links across subjects.

However, leaders have not ensured that some staff have had training to deliver a minority of the subject curriculums as well. In most subjects, teachers use assessment strategies effectively to understand what pupils know. Teachers use this information well to help them to plan future learning.

Leaders have provided a quiet space for pupils to go to if they are not ready to learn. Pupils appreciate the opportunity to take part in calming activities in this space. It helps them to learn how to manage their emotions and behaviour.

It also means that other pupils can learn without disruption.

Leaders have prioritised reading. They have introduced an additional reading lesson every day.

Teachers read to pupils daily and pupils have the chance to read regularly and independently in school. Pupils are rewarded with new and interesting books for reading widely and often. They enjoy collecting tokens and using these in a 'book-vending machine'.

Pupils in the early stages of reading are supported well by staff to catch up. This helps pupils to build their phonics knowledge and to become fluent and confident readers.

Leaders have provided a range of activities in which pupils can take part outside lessons.

Pupils value clubs such as the 'heart-room club', where they can play, talk and make things of which they can be proud. Leaders have arranged a visit to a university to raise pupils' aspirations.

Pupils learn about different faiths and cultures.

They are respectful of difference and understand the importance of treating everyone equally. Leaders have designed a wider curriculum to instil confidence in pupils. This helps to prepare pupils for the next stage of their education.

Governors know the school well and are ambitious for pupils. Leaders have prioritised the workload and well-being of staff. Staff feel extremely well supported by leaders and they are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Leaders provide regular training for staff to safeguard pupils.

Staff are vigilant and know how to identify any signs that pupils might be at risk from harm.

Leaders have made sure that there are clear systems for staff to report and record their concerns. Leaders act quickly to secure help for vulnerable pupils and families.

Staff work closely with other agencies to arrange additional support when it is needed.

Pupils learn how to keep themselves safe. For example, they learn about knife crime and they learn how to recognise the dangers and risks when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very small number of subjects, curriculums are still relatively new and leaders have not checked how well these curriculums are being delivered. In these subjects, pupils' learning is not as secure as it is in others. Leaders should ensure that the delivery of the new curriculums is monitored so that staff are supported to deliver these curriculums as intended.

• In a minority of subjects, leaders have not ensured that staff have subject-specific training in how to deliver some aspects of the curriculum. This hinders some teachers in designing learning for pupils. Leaders should ensure that staff receive the training they need to deliver the curriculum well in these subjects.