River Bank Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and well cared for. They describe the school as a 'joyful' place to be. There are opportunities for families to engage in school life and to understand how to support their children's learning.

Pupils, staff and the majority of parents and carers say that the school has got better since the previous inspection. We agree.

Many pupils have substantial barriers to learning, including joining the school with very little understanding of English.

Leaders are committed to ensuring that all pupils are successful, both academically and with their personal development. Pupils listen to their teachers because they want to learn, and staff check pupils'... work to make sure that their needs are met. In some subjects, teachers do not make sure that the most able pupils have work that challenges them sufficiently.

Leaders and staff have high expectations that pupils will try their best and be considerate to others. Staff lead by example and encourage positive behaviours throughout the school. Pupils respond well.

They are respectful to others and work well together.

Pupils feel safe in the school because staff 'keep a good eye' on them. Pupils understand what bullying is and say that it hardly ever happens.

We agree that if any bullying does occur, staff deal with it quickly and it is stopped.

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

Leaders have planned a curriculum that appropriately considers pupils' backgrounds and needs. Many pupils join the school from other countries and quickly learn about life in Luton.

In particular, pupils learn about the benefits and challenges of their local area, how they can contribute, and how to be thoughtful citizens.

Many pupils join the school at different times throughout the year. Leaders and staff plan experiences for pupils that help them quickly belong to 'team River Bank', such as trips within the local area and opportunities to work with pupils in other schools and various community groups.

Leaders also provide pupils with events to broaden their experiences, like visiting the seaside and residential trips.

The teaching of reading is important in this school. Phonics teaching is strong.

Teachers ensure that any pupils falling behind get the help they need so that they can catch up quickly. As a result, most pupils read with increasing confidence and accuracy.

Reading, writing and mathematics are well planned and skilfully taught.

Standards across the school are improving. Leaders have identified the skills pupils need to learn and what pupils need to know. As a result, teachers plan lessons that enable most pupils to know more and use this knowledge well.

The curriculum in most subjects is equally as strong as in reading, writing and mathematics, for example in physical education (PE) and computing. Leaders are taking action to make sure that the curriculum plans for music and modern foreign languages set out, step by step, the order in which pupils will learn new knowledge and skills.

For those who speak English as an additional language, leaders rightly ensure that the curriculum develops pupils' vocabulary and use of language.

However, in some subjects, for example science and geography, pupils, including those who speak English as an additional language, are introduced to too much subject-specific vocabulary too quickly. This overload means that sometimes pupils forget the meaning of words, and this hinders their ability to understand and remember what they have learned.

Pupils have positive attitudes to learning.

They are happy to come to school and they enjoy their lessons. Teachers support pupils to have a go and explain that it is all right to make mistakes. In this encouraging environment, pupils answer questions and offer their opinions readily.

Pupils with special educational needs and/or disabilities receive well-structured and personalised support to help them achieve well. Leaders ensure that teachers know what pupils need.

Children enter the early years with skills below those typical for their age.

Staff develop children's language well through modelling words and sentence construction. Children settle quickly because of the good quality of care and the well-planned routines. The environment is bright and welcoming.

Most children reach a good level of development at the end of Reception and are ready for the curriculum in Year 1.

Leaders and governors make sure staff receive appropriate training. Leaders encourage staff to find out about new ways to make their teaching even better.

Staff have regular opportunities to share ideas and use them in lessons, which is helping teachers to meet pupils' needs effectively. Staff feel very supported and appreciate that leaders and governors manage staff workload effectively.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of vigilance throughout the school. Staff are well trained and understand what to do should they feel a pupil is unsafe. Leaders make sure that vulnerable pupils, and those who are facing additional barriers in their lives, are supported so that they thrive in school.

Staff know their pupils well and leaders work with external agencies to make sure that pupils get the help and protection they need. The school's record-keeping system is effective. All appropriate checks are carried out on adults who work with pupils.

Pupils are taught how to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is sufficiently well planned and sequenced in reading, writing, mathematics and most foundation subjects. Leaders are in the process of improving the curriculum plans of subjects such as music and modern foreign languages, where the sequence of knowledge and skills for pupils to learn is not as clearly in place.

. Curriculum leaders need to identify the most important subject-specific vocabulary to be taught in foundation subjects. Teachers need to make sure they do not overload pupils, including those who speak English as an additional language, with too many words.

Instead, pupils need to learn the most important vocabulary, understand what the words mean and use them appropriately in their work. . Teachers need to make sure that, when the most able pupils have secure knowledge and understanding, lessons provide work that is suitably demanding.