Richard Lee Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Richard Lee Primary School is a friendly and welcoming school. Pupils and staff are proud of their school.

Pupils are proud of the school's values of 'resilience, kindness, honesty, pride and unity'. This is demonstrated by pupils' kindness towards others at playtimes.

Leaders set high expectations for how pupils should behave; this is shared by all staff.

Pupils follow the school's 'golden rules' and are motivated by the many positive rewards they can earn. They particularly like rewards such as having afternoon tea with the headteacher. Pupils' behaviour has improved over time.

Pupils attend many after-school clubs, including football, cricket, Bri...tish Sign Language and art. They take part in a range of education visits, including trips to a zoo and the seaside. Pupils relish the leadership roles they are voted into, like junior leaders.

Junior leaders recently visited the Houses of Parliament in London to learn about democracy.

Leaders have made sure that raising standards in reading, writing and mathematics has been a priority. Pupils now achieve high standards in reading, writing and mathematics by the end of Year 6.

However, some subjects still require further development so that pupils achieve equally high standards across the whole curriculum.

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

Governors and trustees have focused leaders' attention on raising standards for all pupils. They know the school well and care about how well pupils achieve.

Governors and trustees have focused on improving standards in reading, writing and mathematics, and this has worked. They support staff well, taking into consideration their workload and well-being.

New leaders, with the support of trust leaders, are having a positive impact on pupils' outcomes in reading, writing and mathematics.

They have devised and implemented a new curriculum in these subjects and have made sure that staff have the expertise to teach these subjects well.

Leaders have ensured that, for most subjects, the curriculum includes the important concepts and knowledge pupils should learn and how they should be taught. Some subject leaders have not carried out sufficient checks to make sure that the whole curriculum is taught in the way that leaders intend.

Consequently, some subject leaders are unclear about what improvements are needed or what support some staff need. This means that pupils are not achieving high standards in these subjects.

Leaders have made the teaching of reading a high priority in recent years.

Leaders have ensured that the reading curriculum is well thought through and ambitious for all pupils. Staff are experts at teaching reading because of quality development opportunities. They swiftly address any misconceptions that pupils have and ensure that pupils learn to read with both accuracy and fluency.

Pupils listen to staff read each day; pupils enjoy this time. Leaders have introduced a variety of ways to encourage parents and carers to support their child's reading at home. This has had a positive impact and many pupils read regularly at home.

Early years leadership is strong. Practitioners use their good understanding of early childhood to reflect on and improve their practice. They consider the needs of all children and work well to meet their diverse needs.

The early years curriculum is well thought out and builds progressively on children's prior learning. The environment is purposeful and carefully planned for each area of learning. Children play cooperatively and enjoy their learning, including about growing sunflowers.

Parents value the regular communication between home and school.

Parents are well supported by staff in ensuring that they receive any help they may need in accessing local services. Leaders work with a range of agencies to accurately identify the needs of pupils with special educational needs and/or disabilities (SEND).

This starts in the early years. However, some staff lack the expertise to adapt the delivery of the curriculum effectively for a small number of pupils with SEND. This affects outcomes for these pupils.

Pupils are respectful that others may have different faiths or beliefs and that everyone is accepted for who they are. They demonstrate that they understand democracy and that junior leaders are voted for in a fair and democratic way. Pupils understand the rule of law.

They have fundraised for different charities.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that appropriate recruitment checks take place and are recorded on the school's single central record.

They make sure that staff are well trained in what to look for and how to report concerns. Staff are vigilant and report any concerns to leaders, which are followed up quickly and appropriately. Leaders involve external agencies when necessary and follow advice that is provided.

They make sure that families receive the support they need.

Pupils are taught about how to stay safe online and when away from school. They have learned a range of strategies to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject leaders have limited opportunity to monitor how well the curriculum is delivered across the school. They are unclear about where further improvements are needed or how they can support their colleagues. Leaders should ensure that subject leaders have the skills and opportunities needed to check how well the curriculum is being implemented and how well pupils are achieving.

• Leaders have not fully ensured that the curriculum for all pupils with SEND is appropriately adapted and expertly delivered. This means that the needs of some pupils with SEND are not being fully met. Leaders should ensure that they action their detailed plans so that all pupils with SEND benefit from an ambitious curriculum that is implemented effectively.

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