Ryvers School

Inspection of a good school: Ryvers School Trelawney Avenue, Langley, Slough, Berkshire SL3 7TS

p.1

Outcome

Ryvers School continues to be a good school.

p.1

What is it like to attend this school?

Pupils at Ryvers School love the opportunity to learn and play together. They particularly enjoy learning about the different religions and nationalities represented in the school. The ‘Ryvers Heroes’ do a great job, helping pupils to develop strong relationships with each other. They use the ‘SPICE’ rules to encourage pupils to: smile, praise, invite, communicate and enjoy the company of their friends.

p.1

What is it like to attend this school?

Staff are ambitious for pupils and want the very best for them. They ensure that the curriculum equips pupils with the understanding, knowledge and skills they need to do well in the future.

p.1

What is it like to attend this school?

Pupils feel safe in school and learn how to manage risks. The ‘choices’ scheme helps pupils to consider the impact of their actions and how they can overcome peer pressure. They are adamant there is no racism in this diverse school.

p.1

What is it like to attend this school?

Pupils report that bullying is extremely rare. We found this to be the case too. If it occurs, staff act immediately to make sure that any issues are addressed quickly and sensitively.

p.1

What is it like to attend this school?

Pupils listen carefully in class and take great pride in their appearance and presentation. They follow the school’s ‘golden rules’ and try to go ‘over and above’ their teachers’ expectations.

p.1

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

Staff think carefully about what they want pupils to learn and provide pupils with clear instructions. They check that pupils have understood the learning, offering extra support or challenge when needed. Most series of lessons build on what pupils already know. This helps them to understand their learning. Sometimes, staff ask pupils to remember too much new information. When this happens, pupils get confused and struggle to complete their work. 16–17 October 2019

p.1

2

Most subjects are carefully planned to help pupils remember more over time. This has been the case for several years, meaning many pupils possess an impressive body of knowledge. For example, Year 6 pupils studied Oceana, referring to their learning of rivers, seas and mountains from Years 3 and 5. Some subjects, such as computing and music, have been revamped more recently. Leaders are even more ambitious for what pupils will learn in these subjects. Teaching is delivered by specialists. However, it is too early for the impact of changes to be seen.

p.2

2

Pupils throughout the school read well. They are taught phonics effectively, and quickly memorise the sounds they need. Pupils are supported to read regularly so as to practise their early reading skills. Any who fall behind are quickly identified and helped to catch up. Older pupils read widely and use this to enhance their learning in other subjects. For instance, pupils in Year 5 read ‘Street Child’ by Berlie Doherty when considering, in history, the lives and living conditions of Victorian children.

p.2

2

Pupils with special educational needs and/or disabilities (SEND) are well supported. Skilled staff help pupils in the specialist Octopus class to learn, communicate, look after their bodies and to prepare healthy food. Staff are caring and patient with pupils, helping them to overcome the challenges they face. This excellent work is mirrored in the main school where pupils with SEND are quickly identified and supported in class.

p.2

2

Behaviour throughout the school is first rate. Staff manage behaviour in a consistent and fair manner. Any small incident or interruption is addressed swiftly and effectively, meaning that mistakes are rarely repeated. The calm and respectful atmosphere means that pupils can learn and play without unnecessary distractions or worries caused by other pupils.

p.2

2

Leaders plan learning, events and clubs that help pupils to build their cultural understanding. During the inspection, the whole school community delighted in performances of Bhangra dancing and the Haka. The ‘book swap’ club encourages families to share and enjoy stories from a range of cultures. Pupils donate food and toys to local and international charities, developing their understanding of those less fortunate than themselves.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

Safeguarding

Staff quickly identify and report any concerns that they may have. These include the small indicators that may add up to a bigger picture that a family needs support. In this community, school is often the first point of contact for families and requests for help are handled sensitively. Leaders work with a range of agencies to help to support families, helping to gain the trust of parents and carers.

p.2

Safeguarding

Governors check the work of the school to ensure that it meets their high expectations and statutory guidance. 16–17 October 2019

p.2

(Information for the school and appropriate authority)

 Staff carefully consider the key knowledge they want pupils to know and remember. Teaching builds or links to prior learning, helping pupils to really understand new concepts and ideas. On some occasions, staff introduce too much new, or isolated, information, which confuses pupils. Teachers should ensure that new knowledge builds on what pupils have learned before.  Senior and subject leaders have developed an ambitious curriculum that helps pupils to know and understand more. In most subjects, this is well implemented, meaning that pupils can quickly recall and use their knowledge. In a minority of subjects, these improvements are relatively new. Leaders must continue to check on the implementation of the changes to, for example, the music and computing curriculum, to ensure that they fully meet their aims.

p.3

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

p.3

Background

This is the second section 8 inspection since we judged the predecessor school, Ryvers Primary School, to be good in February 2012.

p.3

How can I feed back my views?

find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

Further information

You can search for published performance information about the school. 16–17 October 2019

p.3

4

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 16–17 October 2019

p.4

School details

Inspection number 10111343 Type of school Primary

p.5

School details

Appropriate authority The board of trustees

p.5

School details

Date of previous inspection 15 March 2016

p.5

Information about this school

 Since the previous inspection, a new executive headteacher, head of school and chair of governors have taken up their posts.  The school has a specialist resource provision, known as the Octopus class, for eight pupils with autism spectrum disorder.

p.5

Information about this inspection

 The inspectors met with senior leaders and two governors, including the chair. One of these governors was also a member of the academy trust.  The inspectors initially considered the quality of education by looking in depth at reading, mathematics, physical education and music. Inspectors talked to subject leaders, staff and pupils, visited lessons and looked at pupils’ work. The lead inspector considered a wider range of subjects on day two.  Inspectors reviewed the arrangements for safeguarding by scrutinising safeguarding records, interviewing staff and through discussions with pupils.  The inspectors considered the views of parents shared through the Ofsted surveys. They gathered the views of pupils and staff through surveys, interviews and 16–17 October 2019

p.5

6

discussions conducted throughout the inspection.

p.6

Inspection team

Daniel Lambert, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Liz Bowes Ofsted Inspector 16–17 October 2019

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7