Ryhope Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Ryhope Juniors is a positive school where pupils 'learn to live'. Staff encourage pupils to try new things and to think about their future. They organise many opportunities to take part in special events, visits and community activities.

Leaders have developed a community where achievements of all kinds are celebrated and everyone is valued. They have worked exceptionally well with staff to ensure that Ryhope is a school where pupils can thrive.

Pupils and staff are respectful towards one another.

Pupils learn in a calm and supportive atmosphere. They listen well and follow instructions. Pupils enjoy roles and responsibilities such as pupil leadership team an...d reading ambassadors.

Pupils feel happy and safe because they know staff care for them as individuals. They say that bullying does happen, but they are confident that staff will help to sort out any problems they may have. Leaders have made sure that this is the case.

Parents know that staff will 'go the extra mile' to meet their child's needs. One parent wrote: 'They are keen to develop each child as a rounded individual and to celebrate what success looks like to each child. The efforts are consistent across the school and it is clear that this resonates with the pupils as they all strive to achieve while in school.'



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

Leaders have developed a curriculum that is ambitious for all pupils. Supporting pupils to become 'Ryhope Ready' is a priority. Teachers deliver the knowledge and skills that they feel will serve pupils well in their future.

Leaders understand the importance of teaching pupils key vocabulary to underpin their learning in order for them to be successfully prepared for the next stage in their education.

The curriculum is well planned and sequenced. This means that pupils are able to build on what they already know.

Teachers encourage pupils to recall knowledge and apply their skills to support learning in other curriculum areas. For example, pupils use their reading skills to extend learning about plants and animals in science. In mathematics and science, curriculum plans support teachers to check whether pupils are ready to take the next step.

Leaders know that this is not yet the case in history and some other subjects.

Leaders have placed reading at the heart of the curriculum. They have ensured teachers develop pupils' comprehension skills systematically through daily reading lessons.

Well-chosen books and other resources support pupils to develop a wider vocabulary. Pupils value reading. They are enthusiastic about the books their teachers read to them.

Year 3 pupils are eager to attend the library story sessions hosted by volunteer Year 6 pupils. Recommending books to others is a well established part of school life.

The leadership of early reading is strong.

All pupils are screened when they join the school to check their phonics knowledge and reading fluency. Extra support is given to help pupils who are not confident readers. Additional support is available as needed as these pupils progress through school.

This helps them keep up. Pupils at the early stages of learning to read have books which are matched to the sounds they know. They move to a wider range of books when they are ready.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) are fully included in all learning opportunities. Teachers structure lessons to make sure everyone is able to learn. Pupils get extra support when needed.

All pupils benefit from dedicated time to focus on developing accuracy in spelling, arithmetic and grammar.

Leaders know that pupils need to develop their vocabulary to support learning across the curriculum. They have mapped out the important words that they want pupils to understand.

However, pupils are not always able to talk about their learning, explain their thinking or ask questions. Leaders are aware of this and are keen to promote more opportunities to develop this through talk in the classroom.

Pupils behave well in school.

The caring culture helps pupils to learn how to manage their behaviour and support one another. Most pupils attend well. Leaders are working effectively with the small number of families where attendance needs to improve.

Leaders make pupils' personal development a priority. Teaching about healthy lifestyles and relationships is well planned but also responsive to pupils' needs. Pupils are encouraged to think about future careers and to build skills for life in a structured way.

They benefit from opportunities to learn beyond the classroom and the local community.

Senior leaders and governors have shown clear and determined leadership. They have created a culture of continuous improvement, encouraging and challenging other leaders and staff.

They have invested in staff's development in ways that have been of benefit to pupils. Staff feel valued and proud to work at Ryhope.

Safeguarding

The arrangements for safeguarding are effective.

Pupils' welfare is at the heart of this school's culture. Pupils know that they can talk to adults in school and their concerns will be taken seriously. Parents know that they can talk to school staff if they need help.

The staff team know pupils and their families well. This means they can respond quickly when help is needed.

Leaders maintain thorough records of actions taken.

They refer concerns to outside agencies. Regular training ensures that staff can fulfil their responsibilities to keep pupils safe.

Leaders ensure that recruitment checks are carried out for adults who work in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have planned the content and sequence of knowledge and skills across the whole curriculum. However, in some subjects, such as history and geography, the specific knowledge and vocabulary that pupils will need to remember as they move through the school have not yet been clearly defined. As a result, teachers are not able to assess whether pupils are ready to take the next step in learning.

Leaders should continue to develop the foundation subject curriculum so that the core knowledge and concepts pupils need to remember at each stage are clear. They should also continue to refine assessment practices so that teachers are confident to build on what pupils know and can do. ? Leaders have ensured that curriculum planning includes a focus on learning vocabulary.

However, many pupils struggle to talk about what they know, explain their thinking or ask appropriate questions to extend their learning. Leaders should carry out their plans to develop oracy across the curriculum at pace. They should ensure that all teachers model and promote oracy in the classroom to ensure all pupils have the language needed to succeed.

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