Ravenscroft Primary School

Inspection of Ravenscroft Primary School Carson Road, London E16 4BD

p.1

Inspection dates: 14 and 15 January 2025

p.1

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

p.1

The headteacher of this school is Simon Bond. This school is part of Boleyn Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tom Canning, and overseen by a board of trustees, chaired by Clive-Anthony Douglas. 14 and 15 January 2025

p.1

What is it like to attend this school?

Pupils at Ravenscroft Primary School thrive in an ambitious and nurturing environment. They enjoy their learning and are eager to share their knowledge. From the early years, children develop strong learning behaviours, such as listening attentively and working collaboratively. Pupils behave exceptionally well in lessons and around the school. They are polite, respectful and demonstrate a strong sense of responsibility towards one another.

p.2

What is it like to attend this school?

The school has very high expectations for all pupils. These expectations are reflected in the excellent work that pupils produce across the curriculum. The school is also highly inclusive. Pupils with special educational needs and/or disabilities (SEND) are well supported, particularly those with autism. The school’s specialist provision ensures that these pupils access the curriculum successfully. Parents and carers are overwhelmingly positive about the support that their children receive.

p.2

What is it like to attend this school?

Pupils feel safe at school and know who to talk to if they have any worries. They get along well and disagreements are rare. If any concerns do arise, leaders act quickly to resolve them. The school offers an exciting variety of enrichment activities, such as trips, residential experiences and leadership opportunities. Pupils enjoy taking on roles like ‘playground buddies’ and ‘learning ambassadors,’ which help to create a strong sense of community.

p.2

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

The school has developed an exceptionally ambitious curriculum that is well structured and carefully sequenced from the early years to Year 6. It has clearly defined the knowledge and skills that pupils need to learn and the order in which they should learn them. The school is highly effective in ensuring that its curriculum enables pupils to build a deep knowledge of all subjects over time. Across subjects, pupils achieve highly.

p.2

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

The curriculum is expertly delivered by staff. They use highly effective questioning to check pupils’ understanding and address any misconceptions swiftly. Regular opportunities to revisit prior learning help pupils to retain key knowledge. This is evident in subjects such as history, for example, where pupils confidently explain how past events influence the present.

p.2

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

Reading is a high priority. The school’s phonics programme is delivered consistently well. Pupils quickly become fluent and assured readers. Pupils who need extra help at the early stages of learning to read receive effective support. The school helps them to catch up quickly. This strong foundation in reading enables pupils to access the wider curriculum with confidence. Across the school, pupils engage enthusiastically with a rich variety of texts, which fosters a love of reading.

p.2

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

The school provides exceptional support for pupils with SEND. It has ensured that pupils’ needs are swiftly identified and adaptations are made so that all pupils can access the full curriculum. The school’s specialist provision for pupils with autism provides particularly 14 and 15 January 2025

p.2

3

high-quality support, with the school creating ambitious ‘pathways’ for pupils’ learning. Staff receive high-quality training and work closely with external specialists to meet pupils’ individual needs. As a result, pupils with SEND achieve highly.

p.3

3

Pupils’ behaviour is exemplary. They are highly engaged in their learning and conduct themselves exceptionally well around the school. Low-level disruption is extremely rare. The school sets clear expectations, which pupils follow diligently.

p.3

3

The school has taken robust action to improve attendance. It carefully analyses patterns of absence and works closely with families to address any barriers. As a result, attendance is improving. Leaders continue to prioritise this work and there is a sustained upward trend in attendance. The school works very effectively with external agencies to support pupils and families.

p.3

3

The school provides an extensive range of opportunities to develop pupils’ character and broader interests. A well-planned approach to promoting pupils’ personal development ensures that pupils learn about topics such as healthy relationships, mental well-being and responsible citizenship. Pupils are encouraged to think critically and debate important issues. There is a strong emphasis on inclusion and respect. The school celebrates diversity through the curriculum, alongside a rich array of events and assemblies. Pupils develop an appreciation of different cultures and traditions. They take pride in their responsibilities, such as mentoring younger pupils and leading initiatives to improve the school environment.

p.3

3

Pupils thoroughly enjoy being able to join in with an extensive range of extra-curricular activities, including music, sports and drama. The school ensures that all pupils, including those from disadvantaged backgrounds, can take part. Leaders, including those responsible for governance, are highly ambitious for all pupils. They have established a clear vision for the school, which is shared by staff, pupils and parents.

p.3

3

Staff feel well supported. The school takes proactive steps to ensure that workload is manageable. High-quality professional development equips teachers with the expertise to deliver the curriculum effectively. The school makes good use of the expertise within the trust to strengthen subject leadership and provide additional support where needed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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. 14 and 15 January 2025

p.3

4

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 14 and 15 January 2025

p.4

School details

Dates of previous inspection 19 and 20 November 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Boleyn Trust  The school does not currently use any alternative provision.  The school has a specialist provision for pupils with autism.

p.5

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. 14 and 15 January 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. 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 these subjects: early reading, mathematics, science, computing and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  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

p.6

6

safeguarding that puts pupils’ interests first.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors met with senior leaders, a selection of subject leaders, teachers and support staff.  Inspectors met with representatives from the governing body. They also spoke with the school improvement adviser and representatives of the trust.  Inspectors reviewed a range of school documentation, including records relating to attendance, behaviour and pupil movement.  Inspectors considered the views of parents, pupils and staff, including through their responses to Ofsted’s online surveys.

p.6

Inspection team

Adam Vincent, lead inspector His Majesty's Inspector

p.6

Inspection team

Hayley McClenaghan Ofsted Inspector 14 and 15 January 2025

p.6

7

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