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At Ryton Junior School, pupils are taught to be 'positive, respectful and safe'. Pupils know these school values and live them out well.
Pupils are positive about school because they are happy there. They enjoy warm relationships with adults. Adults care deeply for pupils.
As a close-knit community, staff know the pupils extremely well. This means that the school can support pupils and their families well. Pupils are safe.
The school has high expectations for pupils' achievement. Pupils rise to these expectations. They achieve well.
The school's work to support pupils' wider development and well-being is of a high quality. Pupils benefit from a range... of strategies to support their mental health. They are taught coping strategies such as mindfulness.
They learn to recognise their emotions and to speak about how they feel. The school offers pupils a range of exciting experiences. For example, pupils take part in an adventurous activity residential and opportunities to learn outdoors.
A typical pupil comment was that these experiences help pupils to 'face their fears'.
Pupils behave well. They are respectful of their teachers.
In lessons, teachers use language that is encouraging and supportive. Pupils are recognised for their achievements. This helps to create a positive learning environment.
Pupils trust their teachers. They say that the school would respond quickly if they had any concerns.
What does the school do well and what does it need to do better?
The school has put reading at the heart of the curriculum.
Pupils read a wide range of high-quality stories and poems. Pupils enjoy reading. Pupils regularly read for pleasure.
Pupils take part in a poetry recital. This helps pupils to develop their reading fluency, expression and confidence. Pupils who need support are identified quickly.
The school supports pupils effectively to catch up.
The school's curriculum is broad and ambitious. It is well designed to help pupils build their knowledge over time.
For instance, in Year 4 science, pupils learn about aspects of the human body. In Year 5, pupils build on this by learning about how the human body changes. There are some other aspects of the curriculum that the school is developing further.
The school has recently begun to help pupils write at a higher standard and in an appropriate way for a range of subjects. This aspect of the school's work is still being embedded.
Teachers have secure subject knowledge.
They ask effective questions and regularly check what pupils know and remember. They use this information to identify gaps in pupils' knowledge. Due to effective teaching, pupils achieve well.
Their outcomes in national tests, particularly in reading and mathematics, are strong.
Pupils with special educational needs and/or disabilities (SEND) are supported well. The school works well with a range of professionals to ensure that pupils' needs are accurately identified and met.
Pupils with SEND are fully included in the life of the school.
The school has high expectations for pupils' behaviour. Pupils are polite and well mannered.
Most pupils are enthusiastic about their learning and pay attention in lessons. Attendance is a priority at the school. Leaders use a range of strategies to help pupils and their families overcome any barriers to attendance.
These strategies are successful.
The school's personal, social and health education curriculum is thoughtfully planned. Pupils learn about keeping themselves safe online and in the local community.
Pupils learn about healthy relationships in an age-appropriate way. The school offers pupils a range of opportunities to develop their interests and talents. For example, pupils can play a range of sports and take part in a range of performing arts.
Pupils are taught to take responsibility. Pupils help to tidy up the hall after lunch. They pick litter in the local community and act as buddies to younger pupils.
They take on roles such as school councillors and sports leaders. Pupils are tolerant. They value the differences in other people.
However, pupils' understanding of different world faiths, protected characteristics and fundamental British values is not as secure as it should be.
Leadership is effective. Leaders are ambitious and committed to the school.
They have created an environment where all pupils can thrive. The school supports staff with their workload and well-being. Governors are highly skilled.
They know the school's strengths and priorities. They understand their statutory duties and fulfil them well.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's recent work to further develop pupils' writing skills is not fully embedded. Not enough pupils produce writing of a higher standard. The school should further embed and develop the teaching of writing so that pupils' knowledge and skills are developed well.
• There is variation in the school's work to secure pupils' understanding of different faiths, fundamental British values and protected characteristics. This means that pupils have a limited understanding of the wider world. The school should further develop its work to deepen pupils' understanding of different faiths, British values and protected characteristics so that pupils are prepared well for life in modern Britain.
