Rivington Primary School

Inspection of Rivington Primary School Tennis Street North, Dentons Green, St Helens, Merseyside WA10 6LF

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 13 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 5 and 6 March 2024

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What is it like to attend this school?

Pupils, including pupils with special educational needs and/or disabilities (SEND), do well in all aspects of their development at this school. Pupils come into school with smiles on their faces, happy to see their friends and staff. They said that their school is ‘one big family’.

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What is it like to attend this school?

Pupils typically behave well during lessons. Classrooms are calm and purposeful. Pupils know that staff will help them with any worries or concerns that they may have. Pupils strive to be the best that they can be. The school’s ‘Rivington Way’ helps everyone to understand what is expected of them. Pupils are proud to receive the reward of breakfast with the headteacher.

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What is it like to attend this school?

The school has high expectations for pupils’ academic achievement and for their wider development. Most pupils, including pupils with SEND, achieve well and enjoy their learning.

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What is it like to attend this school?

The programme for pupils’ personal development is exemplary. Pupils delight in the variety of opportunities that are on offer. They talked highly of the trips and residential experiences that they can take part in. Pupils relish the many leadership roles available to them, such as being on the pupil’s leadership team and school council. They act successfully to bring about improvements in the school. For example, they have worked with the school to widen the variety of clubs available.

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better?

The school has carefully organised the curriculum so that it is aspirational and ambitious. The curriculum is structured well from the beginning of the early years through to the end of key stage 2. In the main, the curriculum is well designed and enriches pupils’ learning across subjects. Pupils develop a thirst for acquiring knowledge. This was shown in the Nursery class, where children were thrilled to share their learning about bugs and habitats.

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better?

In most subjects, the school has identified the essential knowledge that pupils should have so that their learning builds securely over time. Where this is the case, pupils revisit this important knowledge frequently. Teachers act swiftly when they identify any gaps in pupils’ learning. In these subjects, pupils learn well. Nevertheless, in a small number of subjects, the curriculum is new. In these cases, there are gaps in what pupils need to know to access their current learning. This means children do not learn all that they could.

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better?

Reading is at the centre of the curriculum. Pupils are immersed in a broad range of interesting and culturally diverse texts. This helps them to broaden their vocabulary and to develop a love of reading. They have many special opportunities to enjoy stories and to recommend their favourite books to each other. Older pupils are proud of their roles as reading ambassadors. 5 and 6 March 2024

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The school prioritises early reading. Children in the early years, including those in the Nursery class, enjoy listening to a range of nursery rhymes and traditional tales. They develop a deep and lasting love of reading. Pupils said that the school’s reading areas provide them with a relaxing space to enjoy a book. From the Reception Year, children benefit from a carefully constructed phonics programme that is delivered by well-trained staff. Staff ably support pupils who need extra help in learning phonics. Most pupils read fluently by the end of key stage 1.

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The school has appropriate processes in place to identify any additional needs that pupils may have. Teachers are provided with information about the support and resources that will help these pupils to access the full curriculum. Pupils with SEND learn well during their time at school.

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Pupils benefit from a wealth of remarkably considered experiences that help to prepare them exceptionally well for life in modern Britain. For example, they discuss and consider topical issues with deep understanding and empathy. These conversations are captured on the school podcast and shared across classes and with families. This provides an effective model for how to discuss and debate issues respectfully. Pupils have an impressive understanding of equality. They fully respect differences between themselves and others.

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Governors assure themselves that the school’s systems are working well and that pupils receive a high-quality education. Staff value the support that they receive to fulfil their roles well. They appreciate how the school and governors make sure that their workload is manageable. Staff are proud to work here.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of the newer curriculums there are gaps in what pupils know and can do. This is because staff are not routinely checking what the pupils remember from the previous curriculum. From time to time, pupils do not have the knowledge that they need to access their new learning. The school should ensure that staff are skilled to identify gaps in pupils’ knowledge so that pupils can fully access new learning.

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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. 5 and 6 March 2024

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

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 5 and 6 March 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 12 October 2011, under section 5 of the Education Act 2005

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Information about this school

 Since the last inspection, the school has appointed a new headteacher and a new deputy headteacher.  The school does not use any alternative provision for pupils.  The school runs a before- and after-school club for pupils.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in English (including early reading), mathematics and history. They met with subject leaders and teachers. Inspectors 5 and 6 March 2024

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visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning.  The lead inspector observed pupils from Years 1 to 3 read to a familiar adult.  Inspectors considered the curriculum in other subjects. They met with leaders, spoke with pupils and reviewed pupils’ work in these subjects.  The lead inspector spoke with members of the governing board, including the chair of governors. She also spoke with a representative of the local authority.  Inspectors spoke with staff about their workload and well-being. They also took account of the responses to Ofsted’s online survey for staff.  Inspectors met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  Inspectors looked at a range of policies and documents relating to pupils’ welfare and education. They observed pupils’ behaviour during lessons and around school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors met with parents at the start of the school day. They took account of the responses to Ofsted Parent View, including the free-text comments.  Inspectors spoke with groups of pupils about their experiences at school. There were no responses to Ofsted’s online survey for pupils to consider.

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Inspection team

Helen Friend, lead inspector His Majesty’s Inspector

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Inspection team

Louise Atkin Ofsted Inspector 5 and 6 March 2024

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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.

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