Ryvers School

Inspection of Ryvers School Trelawney Avenue, Langley, Slough, Berkshire SL3 7TS

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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 executive headteacher of this school is Peter Rowe. This school is the only school in a single-academy trust, Ryvers School, which means other people also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Preston Brooker. 11 and 12 March 2025

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What is it like to attend this school?

Pupils love attending this school. Staff welcome pupils with warmth and kindness each morning, along with Jurgen and Mo, the school’s beloved therapy dogs. Staff know and understand pupils well. Pupils feel happy, safe and well cared for. Staff have created an inclusive environment where each pupil’s individuality is celebrated and nurtured. Everyone is proud to belong to the ‘Ryvers family’.

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What is it like to attend this school?

The school aims for pupils to ‘grow, learn and give’. It has high ambition for the achievement of all pupils. Typically, pupils learn well. Pupils give to their community and beyond through their leadership roles. Mental health champions support younger pupils both in the playground and in class. At the time of the inspection, the school council was busy organising a fundraising day for Comic Relief. Pupils learn to care about others.

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What is it like to attend this school?

Pupils behave well and have a thirst for learning more. They understand and follow the ‘golden rules’ and embrace the school’s values such as courage and respect. Pupils love receiving a ‘values victor’ award for demonstrating these values.

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What is it like to attend this school?

The school celebrates its diversity. Pupils love learning about different religions, about those with no faith and about varying world views. The school deepens pupils’ understanding and interest through visits to different places of worship.

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

Pupils study a broad and engaging curriculum. It sets out what pupils need to know and remember from Nursery to Year 6. The school has identified the ‘unmissable learning’, which is the knowledge and skills pupils need to remember over time. In most subjects, pupils’ recall is strong. For example, during the inspection, it started to hail. Pupils confidently explained how hail forms, relating it to their knowledge of the water cycle. In a few other subjects, their recall is not quite as strong. In these subjects, teachers’ checks on the ‘unmissable learning’ are not as effective in spotting gaps. This hinders pupils’ learning.

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

Teachers deliver the curriculum well. For instance, they use modelling and questioning to enhance pupils’ understanding effectively. Pupils discuss their learning enthusiastically, using subject-specific vocabulary confidently. The school has effective systems in place to identify any additional needs that pupils may have, including for pupils with special educational needs and/or disabilities (SEND). Teachers adapt learning tasks skilfully for these pupils. Pupils with the most complex needs benefit from bespoke support and a well-structured curriculum tailored to their needs. Pupils with SEND learn well.

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

The school prioritises reading well. The school’s published outcomes for phonics at the end of Year 1 do not reflect the strengths of the school’s approach to teaching pupils to read. Many pupils join the school midway through the year, including some who speak English as an additional language. Some of these pupils take time to catch up with their peers. However, they hit the ground running as soon as they join Ryvers School. To support these pupils, the school rightly places a strong emphasis on communication and 11 and 12 March 2025

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language development. Teachers provide targeted and effective support for those falling behind. In the early years, children listen to stories and rhymes attentively, which develops their vocabulary and love of books well. Children learn to recognise sounds that letters make quickly.

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The school has high expectations for pupils’ behaviour. Pupils understand what teachers expect of them. They are polite and well mannered. From Nursery onwards, children learn the importance of good behaviour. They settle into routines quickly, become independent and build friendships. Pastoral support is strong. Pupils’ awareness of their mental health is well developed. They can discuss ways to keep themselves well such as talking to others and using calming techniques. By the time they leave Ryvers, pupils are confident and ready for the next steps in their education.

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Pupils have many opportunities to develop their talents and interests and expand their personal development. For example, pupils learn the recorder in Year 4. Pupils enjoy taking part in the activities on offer, both during and after school, such as choir, dodgeball and drama. The curriculum helps pupils learn how to stay safe, including understanding peer pressure and fake friendships. A recent workshop raised awareness about the dangers of knife crime in the local community.

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Staff morale is high. They value the research-informed training and leaders’ support, which helps them develop professionally. In some areas, the school understands exactly the difference it makes with its actions. For example, the school knows it does excellent work in reducing pupils’ absence through close collaboration with families. However, occasionally, the school is not precisely sure which of their actions is making the greatest difference and which is not having the desired impact on how well pupils are learning.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a couple of foundation subjects, the checks staff make on pupils’ learning are not as developed as they could be. As a result, pupils do not recall knowledge and skills as securely as they could. The school should refine its processes to check what pupils know, can do and remember over time in these subjects.  Oversight of the impact of a few areas of the school’s work is not as effective as it could be. This means the school does not have a fully precise understanding of the impact of certain initiatives on pupils’ outcomes. The school should strengthen its systems for evaluating impact to support the continuous improvement in pupils’ outcomes. 11 and 12 March 2025

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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). 11 and 12 March 2025

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School details

Headteacher Peter Rowe (Executive Headteacher)

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School details

Dates of previous inspection 16 and 17 October 2019, under section 8 of the Education Act 2005.

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Information about this school

 The school is governed by a single-academy trust, Ryvers School.  The school does not currently use any 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.  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. 11 and 12 March 2025

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 To evaluate the effectiveness of safeguarding, the 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.  Inspectors met with the executive headteacher and other leaders. The lead inspector also met with four trustees, including the chair of the trust. She held a phone conversation with a representative of the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, history, computing, science and religious education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to some pupils read to members of staff.

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 The inspectors also spoke to pupils and looked at samples of work in other subjects.  Inspectors reviewed a wide range of documentation, including leaders’ self-evaluation of the school and the school development plan.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s staff survey. Inspectors spoke with parents at the beginning of the school day.  Inspectors observed pupils’ behaviour throughout the inspection. They spoke to pupils about their views on behaviour in school. Inspectors considered how the school is supporting pupils’ personal development.

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Inspection team

Lea Hannam, lead inspector Ofsted Inspector

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Inspection team

Ed Mather His Majesty’s Inspector 11 and 12 March 2025

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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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