Rangefield Primary School

Inspection of Rangefield Primary School Glenbow Road, Downham, Bromley, Kent BR1 4RP

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 21 and 22 June 2022

p.1

What is it like to attend this school?

Pupils enjoy coming to school. They are safe and well cared for by staff who know them and their families very well. Leaders and staff share high ambitions for all pupils’ learning and behaviour. Pupils are encouraged to talk about their feelings which helps them to apply themselves to their learning. This is a happy and welcoming school where everyone is valued and supported to achieve their best.

p.2

What is it like to attend this school?

Right from the start of early years, pupils benefit from a broad and interesting curriculum. Leaders and staff ensure that all pupils achieve well and enjoy learning the engaging curriculum.

p.2

What is it like to attend this school?

Pupils know the school values and try hard to follow them. They behave well in lessons and in the playground. Staff care deeply about pupils’ well-being. Staff are always on the lookout for signs that a pupil might need help, support, or simply cheering up. Bullying has vastly reduced over time and if on the rare occasion it happens, staff deal with it swiftly and effectively.

p.2

What is it like to attend this school?

Exciting things happen at Rangefield to help enhance the ambitious curriculum. For example, pupils go to sing at national music venues and design costumes with well- known fashion colleges. Pupils show great kindness, including, for example, when they take care of the school rabbits.

p.2

better?

Leaders and governors share an ambitious vision for pupils and their learning. Leaders have developed a carefully thought out and interesting curriculum. They are clear about what they want pupils to know in each subject.

p.2

better?

Leaders have trained and supported staff very well to make sure that pupils with special educational needs and/or disabilities (SEND) enjoy the same curriculum as their classmates. Staff adapt their teaching activities, including by using specialist resources. They run additional sessions to provide pupils with the extra help they need. This all helps pupils to experience success in their learning. Having put this strong provision in place, leaders recognise that they now need to keep a regular check on its impact on pupils’ learning.

p.2

better?

Pupils who spend time in ‘the hive’ nurture group room receive excellent support tailored to their needs. This support focuses on pupils’ personal and academic development and helps these pupils to manage their learning back in the classroom.

p.2

better?

Throughout the school, including in ‘the hive’, staff focus well on developing pupils’ language and communication skills. High-quality interactions between staff and pupils underpin learning right from the start. 21 and 22 June 2022

p.2

3

Leaders have thought carefully about how learning in the early years helps children to gain the knowledge and skills they will need to be successful when they move to Year 1. For example, in the Nursery, children learn rhyming words and to hear sounds in words and the environment. They learn how to put sounds together to say words. This helps when children move to the Reception Year where they start to develop their phonics knowledge to read and write.

p.3

3

Reading is given the highest priority. Teachers’ strong subject knowledge ensures that pupils grasp phonics skills and knowledge quickly. Pupils learn to read using books that match the sounds that they have been taught. As they move through the school, pupils develop increasing fluency with their reading. Their vocabulary expands and their ability to understand a wide range of texts increases. Pupils talked with enthusiasm about the books they enjoy. Once they have learned to read, pupils read to learn across the broad range of subjects they are taught.

p.3

3

Pupils really enjoy studying mathematics. Their mathematics skills are developed well from the early years. By the time they leave school, pupils have the knowledge they need to be confident at reasoning and carrying out mathematical investigations.

p.3

3

Leaders have developed helpful systems to check what pupils have learned in different subjects. These checks, for example in science and religious education, help leaders and staff to make sure that pupils have learned and remembered important subject content.

p.3

3

Leaders and governors have ensured that all staff promote pupils’ personal development extremely well. Pupils enjoy a wide range of activities across the curriculum to help them learn about themselves and others. Pupils’ emotional and physical health is given the highest priority. Pupils are well supported and given plentiful opportunities to share their experiences. Pupils are taught about themes related to equality and inclusion. Pupils across the school show tolerance and respect for those who have different beliefs, religions or families to their own.

p.3

3

In lessons, pupils work with concentration and enthusiasm. Disruptions to learning are infrequent.

p.3

3

Governors are ambitious for pupils. They support leaders and hold them to account for all aspects of the school’s work. They have a wide range of skills and expertise. Nevertheless, the governing body does not have parent representation. This means that the parental viewpoint is not fully considered during decision making.

p.3

3

Staff feel well supported by leaders. They said that leaders are mindful and supportive of their workload and well-being. Staff appreciate that there is always an ‘open door’ if they have any worries or concerns.

p.3

Safeguarding

The arrangements for safeguarding are effective. 21 and 22 June 2022

p.3

4

Leaders and governors have embedded clear systems and procedures for identifying vulnerable pupils and those at risk of harm. Leaders strive to ensure that pupils and families get the services and support they need. The ‘team around the child’ approach at Rangefield is rigorous. Staff, learning mentors, attendance officers and nurture group specialists all play their part in doing their very best for the pupils in their care. Staff have up-to-date safeguarding training. They are highly vigilant in their approach. The tiniest concern is noted and monitored by staff.

p.4

4

Staff ensure that pupils understand how to keep themselves safe online and in the local community. Pupils in Year 6 are very well prepared for some of the potential challenges of moving to secondary school, such as travelling safely and the dangers of gangs and knife crime.

p.4

(Information for the school and appropriate authority)

 While staff have implemented a carefully considered curriculum to meet the needs of all pupils, leaders’ systems to check the impact of the provision on pupils with SEND are not fully established. Leaders now need to ensure that rigorous systems are embedded to check how well pupils with SEND are learning. This will ensure that staff have a precise, regular overview of the impact of their work on pupils’ learning, so that they can continue to evolve and adapt their practice to meet the needs of individual pupils.  Highly skilled governors from a range of backgrounds and with a range of expertise have been recruited. However, the makeup of the governing body does not currently include parent representation. Leaders should realise their plans to recruit parent governors so that parents’ viewpoints can be used as part of the school’s strategic development.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school. 21 and 22 June 2022

p.4

5

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. 21 and 22 June 2022

p.5

School details

Inspection number 10227417 Type of school Primary

p.6

School details

Appropriate authority The governing body

p.6

School details

Headteacher Michelle Fenniche (Executive Headteacher) Website www.rangefield.co.uk

p.6

School details

Date of previous inspection 31 October and 1 November 2018, under section 5 of the Education Act 2005

p.6

Information about this school

 The head of school was appointed in 2019.  Leaders make use of one registered alternative provider.

p.6

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.6

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the executive headteacher, head of school and other leaders. Inspectors met with members of the governing body. Inspectors met with a representative of the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, religious education and science. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 21 and 22 June 2022

p.6

7

 Inspectors looked at curriculum documentation and pupils’ work in other subjects including English and art.  Inspectors reviewed documentation related to safeguarding and looked at the school’s single central record of staff suitability checks.  Inspectors held meetings with groups of staff and considered the responses to the staff, pupils and parent questionnaires.  Inspectors spoke to parents at the start of the day.

p.7

Inspection team

Ruth Dollner, lead inspector Her Majesty’s Inspector

p.7

Inspection team

Rekha Bhakoo Ofsted Inspector 21 and 22 June 2022

p.7

8

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.8

8

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.8

8

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.8

8

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

p.8

8

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

p.8