Rivington Foundation Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils thrive at this welcoming and inclusive school. They told inspectors that attending the school is like being part of one big family.

Pupils enjoy exceptionally warm and nurturing relationships with adults who know them well.

They said that they feel happy. They know that there is always an adult available to help them if they are ever worried.

The school sets no limit to what pupils can achie...ve.

It is highly ambitious for pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils rise to this challenge, typically achieving exceptionally well across the curriculum. This is also true for children in the early years, who are incredibly well prepared for Year 1 and beyond.

Pupils behave impeccably. They pride themselves on showing respect and kindness towards others. For example, pupils spontaneously applaud their classmates' successes and older pupils befriend their younger peers.

Pupils learn to be well-rounded and responsible members of the school community. They enjoy the wide range of experiences that staff organise to bring the curriculum to life. These opportunities include trips around the local area and an exciting residential trip to London.

This trip aims to broaden pupils' awareness of the diversity of the world around them.

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

Since the last inspection, school leaders have made substantial improvements to the school in several aspects of the curriculum and provision. This has ensured that pupils receive the highest quality of education.

The school has designed an exceptionally ambitious curriculum. It is highly developed and reflects a strong resolve that every pupil will achieve all that they possibly can. In all subjects, pupils gain the knowledge and understanding that they need to become confident and motivated learners.

Pupils are extremely well prepared for the next stages of their education and for life in modern Britain.

Teachers are confident in the subjects that they teach. They pride themselves on finding interesting ways to explain new ideas clearly.

This helps pupils to remember important learning. Teachers have a detailed understanding of each pupil. They expertly use this information to establish what pupils know and where there might be gaps in their learning.

Teachers also use assessment information to great effect to adapt the delivery of the curriculum to meet pupils' needs and to shape future learning.

The importance of reading radiates throughout this school. There is a rich and diverse range of books available for pupils to select from.

Children in the early years love sharing picture books with adults and with their friends. As soon as they start in the reception class, children learn letters and the sounds that these represent through well-crafted activities. Staff use their specialist knowledge of early reading extremely effectively.

Most pupils achieve well in their early reading. They become confident readers by the time that they finish Year 2. Staff help pupils who find reading more difficult to catch up quickly with their peers and to read confidently and fluently.

The school is highly ambitious for the large number of pupils with SEND. It identifies their additional needs accurately. This enables teachers to give these pupils the help that they need.

The school ensures that pupils with SEND build their confidence and self-esteem. These pupils are successful and learn all that they should. They participate fully in the same curriculum and opportunities as their peers.

Pupils are highly motivated to learn. They listen attentively to adults and enthusiastically engage in activities with their peers. Pupils are keen to achieve their very best.

The school prioritises attendance. Staff analyse and track absence thoroughly. There is an effective range of strategies that ensure pupils' positive attitudes and habits about attending school.

These are centred around creating a strong sense of belonging to the school community. Consequently, most pupils attend school regularly.

The school prioritises pupils' wider development.

Pupils enjoy many after-school clubs, including sports, music, gardening, and cheerleading. Pupils often contribute to their school community by suggesting new activities, such as bird watching and rock club. They have also been instrumental in setting up a school newsletter and the weekly celebration activity known as 'disco and toast Friday.'



Governors share staff's ambition for pupils. Staff morale is high. They value the support that they receive for their well-being and workload.

For example, they appreciate the time the school gives them to carry out their responsibilities effectively. Staff are very proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

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 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 January 2020.