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Richmond Primary School has taken effective action to maintain the standards identified at the previous inspection.
The headteacher of this school is Emma Clark. This school is part of Success Academy Trust, which means other people in the trust also have responsibility for running the school.
The trust is run by the chief executive officer, Mandi Collins, and overseen by a board of trustees, chaired by Melvyn Booley.
What is it like to attend this school?
The 'LEARN' values run consistently through Richmond Primary School. These make clear that everyone is expected to learn, enjoy, achieve, be respectful and to nurture others.
Pupils achieve well and do their utm...ost to live up to these high expectations.
Pupils are happy in school. They behave well.
They are attentive in lessons and orderly around the school. Breaktimes are happy and sociable occasions. Pupils remind each other of the need to be 'ready, respectful and safe'.
Typically, they live up to these expectations. Pupils are motivated by the reward points on offer. They look forward to exchanging these for prizes in the school's shop.
Pupils are respectful towards others. They value difference. They say that, in their school, 'there are no outsiders'.
They know and show respect for the fundamental British values. Well-being ambassadors, peer mediators and the use of the buddy benches on the playground, help to ensure that all pupils feel happy and have someone to play with.
Pupils take on a wide array of leadership roles.
They are proud to do so. They value their 'leadership passports' that record the positive contribution that they make. The pupil 'leadership leaders' encourage and support everyone to play their part.
What does the school do well and what does it need to do better?
The school has put in place a well-designed curriculum. Across all subjects, content is organised in a logical manner. It builds cumulatively on what has gone before.
It prepares pupils well for what they will learn next. Lessons are lively and engaging. Through the 'know more and remember more' activities at the start of each lesson, pupils are helped to recap and remember what they have learned before.
In the majority of subjects, this works well. However, in a small number of subjects, the curriculum does not make clear the most important content that pupils are expected to know and remember. This means that teachers do not know which parts of the curriculum to prioritise.
As a result, in these subjects, pupils' recall of what they have learned is inconsistent.
Children get off to a flying start in the early years. They benefit from an effective curriculum.
It sets out the milestones that they are expected to achieve as they progress through the Reception Year. In the early years, children eagerly engage with the activities on offer. These help them to learn the curriculum, explore and have fun.
Children are happy and looked after well.
Early reading is taught well. The school's phonics programme makes clear the sounds that children should know at each stage of their education.
The school checks closely on how well children keep up. Any who begin to fall behind promptly get the help needed to keep up. Beyond phonics, pupils go on to develop a love of reading.
They read often and widely. They are motivated by the 'reading rocket points' that they can earn for reading regularly. They enjoy exploring new texts in the school's 'Little Dragons Book Shop'.
Pupils with special educational needs and/or disabilities (SEND) are supported well. The school identifies these pupils' needs well. In lessons, staff provide the right balance of challenge and support.
As a result, pupils learn the same curriculum as their peers and are helped to become more independent. Pupils who attend the school's nurture group and 'a place to be' are provided with well-tailored support to understand and manage their feelings and emotions. In most cases, the school checks closely on how well the support for pupils with SEND is working.
However, in a small number of cases, the school has not put in place suitable measures to check on the impact that its work has over time. As a result, the school does not have a fully rounded view of the impact of some initiatives.
Pupils are well prepared for life in modern Britain.
They benefit from a well-planned programme for personal, social and health education (PSHE). They learn about a wide range of people and cultures from around the world. Pupils have an age-appropriate understanding of the protected characteristics.
They know what these mean in law.
At all levels, the school is well led and managed. The school, the trust and the local governing body work in harmony to bring around sustained improvement.
They have an accurate view of what is working well and where further improvements can be made. The school has a track record of addressing areas for improvement successfully. This is reflected in the improved outcomes of national assessments over the last two years.
The school has a talented and happy team of staff. Leaders take good account of staff workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, the curriculum does not make clear the most important content that pupils are expected to know and remember over time. As a result, pupils' recall in these subjects is inconsistent. The school should ensure that the curriculum, across all subjects, consistently makes clear the most important content that pupils are expected to know and to commit to their long-term memory.
• The school has not evaluated how well some interventions for pupils with SEND are working. This means that it does not have an incisive understanding of their impact. The school needs to strengthen this aspect of its work so that it is clear about the difference additional support is making to pupils' achievement.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.
