Riverhead Infants’ School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy and enjoy coming to school. They are confident and keen to talk about their learning.

They are respectful of each other and know the importance of being kind. Bullying is extremely rare, and pupils know what to do if it does happen. Pupils are confident that staff deal with this quickly and effectively.

Leaders have taught pupils how to behave. As a result, disruption to learning is rare. Pupils behave well around the school, including in the outdoor spaces.

Leaders ensure that pupils are safe and looked after.

Leaders have high expectations for all pupils. In many subjects, pupils are achieving very well.

The vast majo...rity of pupils learn to read fluently. They regularly take part in story time and like to talk about the books they are reading. They are eager to share their work and talk about the different activities they have taken part in.

Leaders have provided many opportunities for pupils to take part in clubs and trips. This includes a range of language clubs, eco-club and choir. Pupils talk enthusiastically about their involvement in these.

They enjoy taking on responsibility through their roles on the school council.

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

The curriculum that leaders have designed is ambitious for all. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils achieve highly in some subjects. Children in the early years learn the skills they need to be ready for their next steps. Leaders have carefully considered what it is pupils need to be able to do.

They have thoughtfully selected activities that are closely linked to the key areas of learning. As a result, children are thriving.

In mathematics, leaders have considered the knowledge pupils already have, building on this over time.

Teachers regularly check what has been learned and act quickly to address any gaps. Pupils confidently use mathematical vocabulary accurately and apply the right methods. They are beginning to develop problem-solving and reasoning skills.

Leaders are aware more work is needed on this.

In some subjects, the curriculum is less well designed. While still ambitious, leaders have not yet precisely identified the knowledge they want pupils to learn.

This includes in the early years. Leaders have also not always considered the order this knowledge should be taught or how they will check it has been learned. This means that some children do not achieve as well as they could in these subjects.

Most pupils learn to read confidently. Leaders have carefully considered the phonics scheme they use. Children in early years swiftly learn the sounds and letters they need to know.

Teachers check and revisit any learning that is not yet secure. This means many older pupils can read with both fluency and understanding. However, there are inconsistencies in how this curriculum is delivered.

Some pupils need more support to be able to catch up with their peers. Approaches used are not always well matched to pupils' starting points. They do not always support them as effectively as they could to allow them to make the rapid progress they are capable of.

Leaders have not monitored this fully effectively to ensure that all staff have the knowledge they need to support pupils to catch up.

Pupils' personal development is effective. Leaders have designed a clear programme that adapts to the needs of the pupils.

This begins in the early years curriculum. Pupils learn how to stay healthy and can talk in detail about this. Pupils also learn how to build positive relationships and to be kind.

Leaders have embedded this throughout the school, and it can be seen clearly in the interactions between pupils. Pupils take an active role in improving their school through, for example, their input into the development of the outdoor areas. They take part in a vast range of clubs and trips and can talk about what they have learned from them.

Leaders have designed these opportunities to link to the core curriculum, as well as allowing pupils to experience a wide range of activities to help to develop their character further.

Governors are knowledgeable about the school and are passionate about their roles. They assure themselves that effective processes are in place and regularly check what progress is being made.

They work with leaders closely to create a culture that is both supportive and focuses on continuous improvement.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise keeping children safe and have developed a robust system of reporting.

They have ensured that these processes mean any pupils who need support are quickly identified, and help is provided swiftly. All staff have detailed knowledge of how they can report any concerns and how they can identify risks. Leaders have made sure that staff are also aware of any wider risks.

Governors monitor the processes in the school effectively and have a clear understanding of safeguarding. Pupils know who to talk to if they have any concerns and do so without hesitation.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders are at the early stages of identifying the knowledge they want pupils to learn.

This means that pupils' knowledge in these subjects is not yet secure. Leaders need to ensure that the precise knowledge is identified and carefully sequenced, and checks should be made to ensure that pupils retain what they have learned.

• The teaching of phonics could be more effective.

As a result, some pupils are not making expected progress. Leaders need to ensure that all staff have clarity about how to deliver phonics consistently well. Leaders should continue to assure themselves of the impact this is having.

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