Rudheath Primary Academy and Nursery

Inspection of Rudheath Primary Academy and Nursery Gadbrook Road, Rudheath, Northwich, Cheshire CW9 7JL

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Inspection dates: 15 and 16 October 2024

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

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The headteacher of this school is Andrew Ross. This school is part of Focus Academy Trust (UK) Limited, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Helen Rowland, and overseen by a board of trustees, chaired by Paul Spencer. 15 and 16 October 2024

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What is it like to attend this school?

Pupils enjoy their learning and achieve well at Rudheath Primary Academy and Nursery. This is because the school has high expectations of pupils and gives them the support that they need to be successful. Pupils feel safe and secure as part of the ‘school family’ because they know that the adults care deeply about their well-being, as well as their academic achievement.

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What is it like to attend this school?

Pupils live out the school values of kindness, respect, responsibility, resilience and enthusiasm. They look out for each other and know who they can turn to with any problems. Pupils behave well most of the time. Pupils who need it receive well-considered support from the school to understand their emotions. Pupils learn to understand the impact of their actions on others. When any instances of bullying are reported, the school takes swift action. Pupils say that any concerns they share with the school are taken seriously.

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What is it like to attend this school?

Pupils benefit from a wide range of activities beyond the classroom. For example, during regular outdoor learning sessions, they learn to take risks, communicate with others, and solve problems effectively.

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

The school has a clear vision for pupils, including those with special needs and/or disabilities (SEND), to reach the best possible outcomes. The curriculum, in all subjects, supports pupils to build new knowledge well. Staff make regular checks on pupils’ understanding. They use this information to base further learning on what pupils already know. That said, the curriculum in some subjects has been introduced more recently than others. Where this is the case, teachers do not have the same strength in subject knowledge and skills as they do where the curriculum is further embedded. Consequently, at times, pupils do not learn as well as they could.

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

The school and the trust make sure that staff receive the professional development that they need. A growing number of subject leaders are subject experts. They share their expertise across the staff team effectively. This enables the curriculum to evolve to meet pupils’ needs.

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

The school identifies the needs of pupils with SEND very well. There are well-thought-out strategies in place that enable pupils to learn the full curriculum. Many parents and carers feel positive about the provision for pupils with SEND.

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

Reading is a priority for the school. Social times are abuzz with pupils discussing their favourite books and recommending them to others. Pupils start to learn the sounds that letters make as soon as they join the Nursery Year. They know why reading is important. Pupils develop into confident and fluent readers because staff have a secure understanding of the school’s approach to teaching reading. For example, staff make sure that pupils take home reading books that contain the sounds that they know. The school keeps a close eye on pupils’ progress and gives additional help to those who need it. 15 and 16 October 2024

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Children begin to build their thirst for learning in the early years. Staff have a secure understanding of how young children learn and they use this knowledge to prioritise children’s communication and language development. The school ensures that the well- designed environment enables children to have purposeful interactions with adults and each other in all areas of learning. Children learn to make decisions, take turns and have an active voice in their learning. This gives children the skills that they need to learn with independence.

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There is an effective provision to strengthen pupils’ wider development. Through activities such as visiting London, pupils learn about how different people live, as well as the fundamental British values. Many pupils hold roles of responsibility. They take these roles seriously and feel that their input is valued by leaders. For example, mental health ambassadors support other pupils with ‘calm down’ strategies. As a result, pupils leave the school well prepared to be active participants in their communities.

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The school works closely with parents to overcome successfully any barriers to pupils attending as often as they should. As a result, pupils typically attend well.

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The trust and governors provide effective support and challenge for the school. They make regular checks on how pupils are kept safe, as well as the quality of education that they receive. The trust also makes sure that leadership decisions take staff well-being into account. Consequently, staff feel valued and understand how decisions about improvements are carefully considered alongside the impact on their workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Developments to some parts of the curriculum are recent. Where this is the case, teachers do not have the same strength in subject knowledge and skills as they do where the curriculum is further embedded. At times, pupils do not learn as well as they could. The school should ensure that all subjects are taught to the same standard as the most embedded.

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How can I feed back my views?

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. 15 and 16 October 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). 15 and 16 October 2024

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School details

Local authority Cheshire West and Chester

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School details

Website www.rudheathprimaryacademy.co.uk

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School details

Date of previous inspection 6 March 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Focus Academy Trust (UK) Limited.  The school does not use any alternative provision for pupils.  There is a nursery with provision for three-year-olds.  There is an on-site before-and-after-school club that is run by the school.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 15 and 16 October 2024

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 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.  The lead inspector held meetings with the CEO, the deputy CEO, the headteacher and other members of the senior leadership team. She met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  Inspectors carried out deep dives in these subjects: early reading, English, mathematics, art and design and computing. They met with subject leaders and with teachers. Inspectors 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.  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.  The lead inspector spoke with members of the local governing body, including the chair of governors. She met with members of the trust, including the chair of the trust board.  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 looked at a range of policies and documentation relating to pupils’ welfare and education. They observed pupils’ behaviour during lessons and around school.  Inspectors met with parents at the end 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

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no responses to Ofsted’s pupil survey to consider.

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Inspection team

Jane Dennis, lead inspector His Majesty’s Inspector

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Inspection team

Sarah Gower-Jones Ofsted Inspector 15 and 16 October 2024

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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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