Runwell Community Primary School

Inspection of Runwell Community Primary School Canewdon Gardens, Runwell, Wickford, Essex SS11 7BJ

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Inspection dates: 10 and 11 December 2024

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The quality of education Good Behaviour and attitudes Requires improvement 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 Rachel Anthony. This school is part of a single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Dawn Hutson. 10 and 11 December 2024

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What is it like to attend this school?

Runwell Primary is an inclusive school which is ambitious for all its pupils. Pupils know the ‘high five values’ and understand how these can help them to make good choices.

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What is it like to attend this school?

Pupils access a broad and balanced curriculum. This is enhanced by projects that support pupils to learn about and engage in the local community. Pupils typically achieve well.

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What is it like to attend this school?

Many pupils behave well. However, in some lessons, pupils lose focus and find it difficult to sustain concentration. This means some pupils do not learn as well as they might. Most pupils get along well together at playtime. Pupils generally feel safe and happy. Occasionally, though, pupils are upset and feel unsettled when their peers do hurtful or unkind things.

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What is it like to attend this school?

Pupils’ social and emotional needs are supported well. The inclusion team offers support and advice to pupils and their families. Pupils’ individual needs are considered and catered for. The ‘zen zones’ in each class provide an area for pupils to reflect and re-engage.

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What is it like to attend this school?

A range of clubs and extra-curricular opportunities are offered to pupils. French and music clubs are particularly popular. Residential trips develop pupils’ independence and resilience. School councillors and anti-bullying ambassadors are proud to play a role in school life.

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

The curriculum is ambitious for all pupils and considers the school’s context. In most subjects, the school has carefully chosen, and adapted, published schemes of work to support curriculum design. Pupils’ knowledge builds sequentially over time. They talk enthusiastically about their learning. However, in some subjects, the specific knowledge pupils learn is not identified clearly enough. This means that what pupils learn does not precisely build over time. In these subjects, pupils do not achieve as well. Some pupils talk about the activities they have completed rather than the specific knowledge they have learned.

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

Children make a positive start in early years. Through both Nursery and Reception, routines and expectations are established quickly. Children respond well and engage positively in their learning. Children develop strong early learning skills. For example, they complete regular mark-making activities and learn to form their letters correctly. Adults interact well with children to further their learning. As a result, children achieve well in early years and are well prepared for their next stage.

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

Reading is a priority at this school. Trained staff teach the school’s chosen phonics programme effectively. Pupils practise reading using books that match their stage in learning. Staff check how well pupils are doing and support pupils to catch up when they are not keeping up with their peers. Most pupils become confident, fluent readers. Older pupils speak positively about the books they read and the pleasure of reading. A positive reading culture runs through the school. 10 and 11 December 2024

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The school’s provision for pupils with special educational needs and/or disabilities (SEND) is a strength. Staff carefully identify the needs of pupils with SEND. They make effective adaptations to the curriculum. This supports most pupils with SEND to access the same curriculum as their peers. For pupils who need something more individual, the school’s ‘Bonsai’ provision is well considered and supports pupils’ individual needs. These pupils access a curriculum that is just right for them.

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The school is implementing a significant change in its approach to managing behaviour. The school’s policy has been revised. Staff have been trained to manage behaviour in a consistent way. There are clear rewards and sanctions in place. Pupils are encouraged to reflect on their behaviour. However, at this time, some pupils are not able to consistently meet the behaviour expectations set by the school. The behaviour of some pupils can disrupt the learning of others. The new policy is not yet having the full impact the school would want. The new approach is not yet fully understood by some pupils and a significant group of parents.

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The approach to pupils’ personal development has been thoughtfully considered. The personal, social, health, education programme is strong. The school considers the needs of its pupils and adjusts the curriculum accordingly. Pupils learn how to keep themselves safe, including when online. They understand fundamental British values such as democracy and learn about beliefs and cultures different to their own. Pupils are well prepared for life in modern Britain.

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School leaders and governors have a clear, shared vision for the school. They have effective strategies in place to monitor the impact of changes they are making. The school makes sure that staff workload and well-being are considered. Teachers feel valued and say there is a supportive culture.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not precisely identified the key knowledge pupils should learn in some subjects. This means pupils do not learn and build on their knowledge as successfully as they might. The school should further refine its curriculum in these subjects to ensure the core knowledge pupils need to learn is clearly identified.  The school’s new behaviour policy is not yet having the desired impact. This means behaviour in class is not always conducive to learning and incidents of challenging behaviour occur too often. The school needs to continue to embed its behaviour policy to ensure it is fully understood by all stakeholders and further improves the standards of behaviour. 10 and 11 December 2024

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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.

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How can I feed back my views?

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). 10 and 11 December 2024

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School details

Date of previous inspection 18 July 2023, under section 8 of the Education Act 2005

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Information about this school

 The school does not currently make use of alternative provision.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector spoke with members of the governing body and a representative from the local authority. 10 and 11 December 2024

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 The inspectors carried out deep dives in these subjects: early reading, mathematics, art and design and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. The lead inspector heard pupils read to a member of staff.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single 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 inspectors reviewed a range of documents, including attendance records, pupil records, records of governing body meetings, school development plans and school self-evaluation documents.  The inspectors observed pupils’ behaviour around the school and during break times.

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 The inspectors considered the views of parents through responses to Ofsted Parent View, conversations with parents and email correspondence received during the inspection.  The inspectors gathered the views of pupils and staff through Ofsted’s surveys, as well as discussions conducted throughout the inspection.

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Inspection team

Jonny Wallace, lead inspector His Majesty’s Inspector

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Inspection team

Nina Kemp Ofsted Inspector 10 and 11 December 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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