Risley Avenue Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Many parents and carers value the school because of its promotion of diversity. Leaders encourage pupils to be respectful. Pupils from different backgrounds get on with each other harmoniously.

Leaders are ambitious for all their pupils. They offer pupils many interesting experiences during their time at the school. For example, pupils have visited the Globe Theatre, the Bernie Grant Centre and a range of art galleries.

Leaders ensure that pupils have many musical opportunities. For example, pupils learn to play the piano, which many pupils excel at playing.

The school's approach to behaviour focuses on positivity, which pupils appreciated.

Staff reg...ularly award reward points to pupils for good behaviour. This motivates others to strive for the same and to behave sensibly. Teachers ensure that the school is a calm and orderly environment.

Pupils show interest in their learning. Teachers help pupils to concentrate in their lessons, which begins early from Nursery.

Staff deal with any bullying cases seriously, resolving them swiftly.

Pupils are happy and safe here. Leaders consider carefully how best to support pupils who need extra help and guidance, academically and socially. This includes through additional after-school sessions.

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

Leaders prioritise the development of pupils' reading. Teachers help pupils to develop the skills they need to read with increasing fluency. From early years onwards, teachers ignite pupils' love of books through high-quality texts.

They encourage pupils to use the school and local library regularly.

Leaders have identified the subject-specific knowledge and vocabulary that pupils need in different subjects. This prepares pupils well for the next stage of their education.

This starts with the very youngest children. For example, in the two-year-old children provision, children learned about language associated with autumn while reading the book 'Owl Babies'. Teachers use assessment effectively to plan to meet pupils' needs.

They spot misconceptions quickly and clarify pupils' understanding.

Leaders have ensured that the curriculum is ambitious and accessible to all pupils. It builds pupils' knowledge and skills from early years.

However, in a minority of subjects, leaders' curricular thinking does not identify the key knowledge that pupils need to learn. This hinders staff in these subjects from breaking down the content in a manageable way for pupils. Leaders provide staff with regular training.

In most subjects, staff have strong subject knowledge. However, in a few subjects, subject leaders do not have the expertise needed to develop staff's subject knowledge securely.

Teachers use a range of effective ways to adapt the curriculum for pupils with special educational needs and/or disabilities (SEND).

For example, in history, teachers used resources to help these pupils and support their learning. This helped pupils in Year 3 with SEND to point out similarities and differences between historical sources. Leaders identify the needs of pupils effectively and work with external agencies to provide specialist support.

Staff set clear expectations of pupils' behaviour. They manage it consistently well. From early years onwards, these high expectations translate into purposeful learning.

Pupils pay attention in lessons and collaborate well with each other. Pupils' behaviour helps learning to proceed uninterrupted.

Visitors into school, outings and after-school clubs enhance the curriculum offer.

Leaders ensure that pupils are taught how to be healthy. Pupils appreciated the roles they have within the school. For example, 'Risley Defenders and Allies' promote anti-bullying and help to resolve any conflicts that may occur among pupils.

Staff felt well supported to do their jobs. They valued opportunities leaders provided for their professional development. Staff shared that leaders did their utmost to minimise their workload.

For example, leaders make decisions that intentionally reduce planning requirements.

Safeguarding

The arrangements for safeguarding are effective.

Pupils' welfare is of the utmost importance to leaders and the governing body.

Together, they have established a culture of vigilance. Staff receive regular, comprehensive training. They are confident in identifying signs that a child might be at risk and how to report this.

Leaders work well with external agencies to secure the support vulnerable families need.

Pupils shared that they can confide in adults if they have any concerns. Pupils are encouraged to keep themselves safe across the curriculum.

They are taught the potential risks of using devices online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, leaders do not ensure that subject leaders have the expertise to develop staff's knowledge. Leaders should ensure that, in this minority of subjects, subject leaders are trained sufficiently to support non-subject specialist staff.

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