Shaw Ridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They are made to feel welcome and part of the 'Shaw Ridge Family'.

Pupils enjoy their learning and work hard in lessons. They value their friendships and pupils of all ages play well together at break and lunchtimes.

Staff have high expectations of pupils.

As a result, pupils behave well in lessons and around school. Pupils feel safe and talk positively about the help and support the adults in school give them. They say that if bullying occurs, they know it will be dealt with quickly.

Pupils, including those with special educational needs and/or disabilities (SEND), attend a wide variety of clubs and activities, incl...uding girls' football and 'Wild Learning'. The school environment helps pupils to be physically active and to develop their imagination. They do this by making good use of the 'Unity Garden' and the woodland area to learn about the environment.

Parents and carers are positive about the school. One comment, typical of many, is: 'Shaw Ridge is a warm, caring school that supports children beyond their education.'

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

Staff share leaders' ambitions for pupils to succeed and to thrive socially and emotionally.

Leaders have designed a well-sequenced curriculum in most subjects. For example, the early years and the physical education curriculums are clearly sequenced. This ensures that pupils securely build their knowledge over time.

In mathematics, children in the early years have many opportunities to develop their understanding of number. Older pupils call on previous knowledge to learn new concepts. This helps them solve mathematical problems using fractions.

In other subjects, the curriculum is less developed. Where this is the case, leaders have not identified precisely enough the essential knowledge that pupils need to know. In design and technology, for example, pupils do not always remember and use the technical knowledge and skills they have been taught before.

Consequently, pupils have a less secure foundation on which to build the next steps in their learning.

The school's phonics programme is effective. Pupils learn to read from the moment they start at the school and get off to a good start.

Pupils decode words and build up their fluency in reading successfully. Pupils read books that are matched to the sounds they are learning. Leaders use assessment effectively to check the progress that pupils make.

As a result, pupils who are at risk of falling behind have the necessary support to help them to keep up. Teachers choose class texts that are varied and broaden pupils' knowledge and interests. Older pupils are encouraged to read widely, and talk with enthusiasm about the way in which teachers 'bring stories to life' in their daily reading sessions.

Pupils with SEND are fully included in the school curriculum. They receive tailored support to enable them to learn confidently and successfully across the curriculum. This is a strength of the school.

Pupils' positive attitudes to school begin in early years. Children are enthusiastic about their learning. They use talk well to build each other's understanding of the world.

For example, an inspector observed a pupil explaining in detail how a 3D object was made from magnetic pieces. Pupils build on this strong start. They are polite, respectful and helpful and want to achieve.

Pupils learn to be thoughtful, inclusive citizens of modern Britain. Through the curriculum, pupils understand what makes a positive relationship. They talk confidently about loyalty, trust and the importance of consent.

Staff are proud to work at Shaw Ridge. They appreciate the way in which leaders consider staff's workload. Staff, including school leaders, feel well supported and benefit from the shared training that being part of the collaborative trust provides.

Although visits to the school have been hindered due to COVID-19, governors know the school well.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that all staff have received mandatory training.

Staff are vigilant of safeguarding risks, including those specific to the local area. They use the school's procedures for reporting concerns when needed.

Leaders identify when pupils and families need additional help.

They work with a range of agencies to put in place the support that pupils and families need.

Pupils talk confidently about how to stay safe outside of school. The computing curriculum ensures that pupils know what to do and whom to talk to if they experience any harassment or abuse when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum does not identify the essential knowledge that pupils need to learn. As a result, pupils are not able to build their current learning on what has come before. Leaders should ensure that they identify what pupils will learn from early years to Year 6 in each subject.

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