Riverview Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this lively and vibrant infant school. Leaders make sure that pupils are at the heart of everything they do so that pupils achieve well and enjoy their time in school.

Pupils talk enthusiastically about their learning. From the very start of their time in school, pupils build a love of reading. They experience lessons that build their interest, producing high-quality work in their books.

Pupils learn from the school's 'curriculum creatures', such as the 'Riverview Yeti', to develop positive learning habits, such as perseverance and resilience. They enjoy opportunities to take on responsibilities, such as election to be a school councillor or appointme...nt as a 'Riverview Ranger'.

Staff help pupils to understand the 'golden rules'.

In the early years, children are supported to learn the routines so they settle well. Older pupils behave well in lessons and around the school. They show a determination to succeed.

Pupils build positive relationships with their friends and enjoy their time in school. They are confident that if bullying takes place or they have any other worries, adults will resolve these quickly.

Parents speak very positively about the school.

They feel it is a welcoming place where their children make good progress.

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

Leaders have built an ambitious curriculum. They have identified what pupils need to learn and have prioritised developing pupils' character.

Subject leaders have drawn on the school's own 'curriculum capitals' to help pupils to develop the qualities they need to be successful in life. Teachers guide pupils to build their knowledge and understanding in practical ways. For instance, in science, children in the early years visit a farm to learn where their food comes from.

Leaders provide activities to broaden the experience of disadvantaged pupils. These activities enrich pupils' learning because they link closely to the curriculum.

Leaders prioritise the teaching of reading.

Phonics is taught accurately and with precision. Children in the early years swiftly build a reliable knowledge of the sounds that letters make. Teachers quickly identify pupils who need support to keep up with their reading.

Well-trained adults help pupils who have fallen behind to catch up. Teachers read to pupils every day, building their exposure to, and familiarity with, a wide range of books. For example, younger children confidently act out stories, like the 'Little Red Hen'.

As pupils move through the school, they become fluent readers and build a love of reading.

Staff help pupils to build their knowledge across the curriculum. Teachers carefully check that pupils understand what they learn in lessons.

They encourage pupils to see themselves as subject experts. For example, in art lessons, pupils believe they are artists and teachers encourage them to think like an artist. They talk about how they have developed their understanding of techniques as they move through the school.

Pupils sometimes struggle to recall important knowledge over time. This is because teachers do not always give pupils the essential vocabulary needed to knowledgeably talk about their learning. In addition, teachers do not always link new learning with what pupils have learned before.

This results in pupils sometimes not remembering previous learning.

Leaders make sure that pupils with special educational needs and/or disabilities (SEND) are well supported. They have trained staff to adapt their teaching so that all pupils can access the curriculum.

Adults help these pupils to build their social skills and manage their emotions with increasing confidence. As a result, pupils with SEND learn well.

The values that pupils need to become a positive member of the community are at the heart of the school's work.

Leaders ensure that pupils have a wide range of experiences to nurture their moral, social and cultural awareness and leadership skills. As a result, pupils express a genuine care for one another and for adults and show an awareness of the importance of equality. They respect people from different backgrounds and know to treat everyone fairly.

Teachers explicitly and imaginatively develop pupils' character and their resilience and curiosity so that they can learn effectively. Leaders prioritise strong social and emotional support for pupils and encourage them to look after their physical and emotional health. Parents appreciate how well the school nurtures their children, particularly the support for their well-being during the COVID-19 pandemic.

Governors visit the school and work with leaders to make sure that plans for improvement are followed through. Staff say that leaders work hard to help them manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

Pupils' welfare and well-being are high priorities for every member of staff. Leaders have ensured that all staff receive high-quality training. This helps them to know what safeguarding concerns to be alert to.

Staff know how to record a concern using the clear reporting system. Leaders respond quickly when a concern is shared. They ensure that pupils and families get the support and help they need.

Leaders firmly insist that support is provided from external agencies when required.

Pupils learn about different risks and how to manage them. This includes an age-appropriate understanding of keeping safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always make sure that pupils have the key vocabulary they need in some subjects. This means that sometimes pupils are not able to articulate their learning. Leaders should ensure that they continue to develop and embed the use of important subject-specific vocabulary and that teachers check that pupils have learned and remembered it.

• Teachers do not always make sure that pupils have the opportunity to recall prior learning. This means that, over time, learning is sometimes forgotten. Leaders should ensure that teachers are clear how they can help pupils to recall what they have learned before and make strong links with new learning.

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