The Ridgeway Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The Ridgeway Primary is an inclusive place with a strong caring ethos.

The school has high expectations for its pupils across all aspects of school life. Pupils, including those with special educational needs and/or disabilities (SEND), learn well across subjects.

The environment is calm and purposeful.

Pupils are proud to belong to this school. They understand the importance of positive behaviour. Pupils benefit from the strong, nurturing relationships they build with staff.

They are rightly confident that staff will support them if they have any worries. Pupils behave well in class and at social times. They are happy, respectful and very well cared... for.

Pupils embrace all the school has to offer. The 'Pupil Voice' team is proud of its feedback to leaders, which has led to improvements to breaktime arrangements or the range of books in the library. Initiatives, such as '100 Things to do at The Ridgeway', provide pupils with an exciting array of experiences.

These include visits to local theatres and museums. Pupils benefit from visits to the on-site forest school that encourage them to learn collaboratively alongside their peers. These wider opportunities not only build on pupils' learning, but also help pupils foster a sense of belonging and increase their self-esteem.

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

Leaders have developed a curriculum that sets out the essential knowledge pupils should learn from early years to Year 6 precisely. Typically, teachers follow the planned curriculum closely. In English and mathematics, this helps pupils build on their previous learning well.

Teachers keep a close eye on what pupils have remembered over time. This enables them to identify gaps in pupils' learning early and adapt lessons to help pupils to learn well. As a result, outcomes at the end of key stage 2 are positive, with most pupils achieving well.

Reading is at the core of the curriculum. In Nursery, children learn successfully to distinguish different sounds. This ensures they are ready for the phonics programme at the beginning of their Reception Year.

Staff teaching early reading have expert knowledge. The phonics books that pupils read are matched well to the sounds that they have learned. Those pupils at risk of falling behind are given daily support to help them to keep up.

The school has ensured that high-quality texts are the backbone of the curriculum. This access to texts helps pupils to develop a love of reading. They are enthusiastic about the stories they read and those read to them.

Many cannot wait to check out the recommended books in the library.

The school's ongoing checks track pupils' understanding well in most subjects. They enable the school to identify early pupils who may have additional needs.

Teachers adapt the curriculum to help pupils with SEND learn as well as their peers in most subjects. Typically, teachers explain new ideas clearly and make sure pupils have a clear understanding of what they need to do. In most subjects, staff secure pupils' prior learning before they introduce new ideas.

Occasionally, staff focus on the completion of activities, rather than how well pupils understand and apply their learning. This can lead to teachers setting activities that do not help pupils practise the right knowledge. Consequently, pupils can be introduced to new concepts before they are ready, and their recall is not as strong.

The school has a calm feel. Learning flows without disruption because established routines support positive behaviour. Leaders work closely with families to remove any issues that hinder pupils attending or accessing learning.

This work has improved attendance overall.

The personal, social and health education curriculum supports pupils to learn how to keep themselves safe and healthy effectively, including online. Pupils access a strong programme of activities that help them to understand diverse cultures, lifestyles and beliefs.

They are supported effectively in order to identify their emotions and recognise how to get help if they need it. The school develops pupils' character and sense of responsibility through opportunities to help others. For example, pupils raise funds for local and national charities, and support the school's own food bank.'

Ridgeway Rockstar' assemblies engender pupils' motivation well, because pupils are recognised for their efforts and the contribution they make to their teams.

Leaders and governors work determinedly to secure improvements in the daily experience of pupils. Governors provide effective oversight of the school's work.

They have systems in place to assure themselves that actions taken are always in the best interests of pupils. They visit the school regularly to find out what is happening and to monitor the priorities for improvement. The school supports staff well.

Staff appreciate the support they receive to manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, checks on learning do not always identify whether pupils know and understand the intended curriculum securely.

This can sometimes lead to activities that do not help pupils practise the right knowledge. As a result, some pupils do not build on their prior knowledge as effectively as they could. The school should continue to refine its approach, ensuring that checks on pupils' knowledge are effective, and that suitable adjustments are made to lessons and the curriculum where needed.