Ramsey Spinning Infant School

Inspection of a school judged good for overall effectiveness before September 2024: Ramsey Spinning Infant School High Street, Ramsey, Huntingdon, Cambridgeshire PE26 1AD

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Outcome

Ramsey Spinning Infant School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The executive principal of this school is Jo Stroud. This school is part of The Elliot Foundation Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Hugh Greenway, and overseen by a board of trustees, chaired by Tim Coulson. The executive principal is responsible for this school and one other.

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What is it like to attend this school?

Pupils arrive enthusiastically at Ramsey Spinning Infant School each day. They are keen to learn and play together. There is a culture of aspiration and ambition at the school. Pupils have high hopes for their future lives. Doctor, teacher, palaeontologist and rock musician are among their career choices. Pupils work hard, learn well and take pride in their achievements.

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What is it like to attend this school?

Staff have high expectations of pupils’ conduct. Overall, pupils behave well. Staff have a patient, calm and consistent approach to managing pupils’ behaviour. This works particularly well with those pupils who occasionally struggle to manage their emotions. The three Rs, ‘respectful, responsible, ready’, and the school’s values inform pupils’ behaviour choices inside and outside. The atmosphere around the school is happy and harmonious.

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What is it like to attend this school?

Pupils enjoy an extensive range of extra-curricular activities. They acquire new skills, such as juggling or yoga, at the various after-school clubs. Pupils develop leadership qualities through their roles as house captains, school councillors or eco committee members. The ‘70 things…’ initiative ensures pupils experience some important childhood experiences during their time at the school. These include flying a kite, going to the beach or feeding ducks at the nearby pond. 23 and 24 April 2025

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

The curriculum is broad and ambitious. It matches, and in some cases exceeds the requirements of the national curriculum. It considers the school’s individual context. For instance, links to the local area are threaded through pupils’ learning in geography and history. At the same time, the curriculum opens pupils’ eyes to new experiences. It prepares them well for their next steps. For example, in the early years, children go on a ‘safari’ in the school grounds to learn about animals and their habitats. This teaches them essential knowledge and vocabulary to prepare them for science in Year 1.

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

Reading is prioritised throughout the school. Skilled staff deliver daily phonics sessions effectively, so that pupils quickly become fluent readers. Pupils practise their reading skills with books that match their phonics knowledge. Any pupils who struggle with reading receive targeted support to help them build their reading fluency and confidence. Consequently, pupils become confident and fluent readers by the time they leave.

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

Teachers use their training well to deliver the intended curriculum with consistency across classes in a year group and across the school. They recap previous learning often. This helps pupils to recall what they already know. In early years, the environment and resources help children consolidate their learning through play. Throughout the school, teachers use practical activities to bring learning to life. For example, in mathematics, they effectively illustrate the difference between capacity and volume using different sized containers and water.

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

Staff use a range of strategies to check that pupils are learning the intended curriculum well. Typically, they use questioning skilfully to probe pupils’ understanding. Staff adjust their teaching to address any gaps they spot. However, occasionally, teachers’ checks on pupils’ learning are not as effective as they could be. Some pupils’ gaps or misconceptions go unnoticed as a result. This slows pupils’ progress through the curriculum.

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

The school has effective systems in place to identify pupils’ needs. It sets appropriate targets for pupils with special educational needs and/or disabilities (SEND) and plans their provision carefully. Staff adapt the curriculum so that pupils with SEND can access the same learning as their peers. A small number of pupils with complex needs have a personalised curriculum and more adult support. This enables them to experience success and progress well.

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

Pupils have highly positive attitudes to school life. Overall, they attend well. The school tracks pupils’ attendance closely and acts on any concerns that arise. This work is having a positive impact on some pupils with higher levels of absence. However, some pupils still do not attend regularly enough. They miss important learning and do not progress through the curriculum as well as they might.

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

The way the school develops pupils more widely is a strength. Trips, visitors and themed days enrich the curriculum. Pupils learn important messages about healthy lifestyles and positive relationships. They take part in community events such as Remembrance Day, 23 and 24 April 2025

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developing a sense of citizenship. Pupils value diversity and learn about different cultures by celebrating festivals such as Eid, Diwali and Chinese New Year.

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Since the last inspection, there have been numerous staff changes. This has been unsettling for the school community and has led to some disquiet among parents. However, the trust leaders and the trust board have a strong understanding of the school’s context. They have supported the new leadership team to maintain the school’s performance during this challenging period. Staff are highly motivated and appropriately trained to give pupils the best possible experiences at school. Work is underway to build trust with a small number of parents who hold a negative view of the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, staff do not use their checks on pupils’ learning as well as they could. Consequently, some pupils’ misconceptions are not identified or addressed effectively. This slows these pupils’ progress through the curriculum. The school and trust should ensure that teachers are supported to use their checks on pupils’ understanding as effectively as possible, so that all pupils learn as well as the school and trust intend them to.  The school’s approach to improving pupils’ attendance is not having the desired impact on some persistently absent pupils. As a result, these pupils miss important learning and do not achieve as well as they could. The school and trust should strengthen their work with families to reduce absence, so that all pupils benefit from the learning opportunities offered.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 23 and 24 April 2025

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is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the second ungraded inspection since we judged the predecessor school, Ramsey Spinning Infant School, to be good for overall effectiveness in November 2013.

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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). 23 and 24 April 2025

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School details

Principal Jo Stroud (executive principal)

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School details

Dates of previous inspection 28 and 29 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is part of The Elliot Foundation Academies Trust.  There have been significant staffing and leadership changes since the last inspection. The executive principal joined the school as an interim leader in March 2022 and started the post substantively in September 2022. Two new vice principals have joined the school since then.  The school is in a federation with Ramsey Junior School. The executive principal leads both schools.  The school does not use any alternative provision. 23 and 24 April 2025

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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. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school.  The inspector met with senior leaders, including the executive principal, two vice principals and the special educational needs and disabilities coordinator. The inspector also met with trust leaders, including the CEO, regional director and finance director.  The inspector visited a sample of lessons, spoke to some pupils about their learning, listened to some pupils read and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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Information about this inspection

the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector reviewed a range of school documentation and policies. These included the academy improvement plan, the school’s self-evaluation form, attendance information and safeguarding records.  The inspector observed pupils’ behaviour in lessons and around the school site.  The inspector considered the responses to the online survey, Ofsted Parent View, including the free-text comments. She spoke with some parents at the start of the school day.  The inspector reviewed the responses to the Ofsted online staff survey. In addition, the inspector spoke with pupils and staff to gather their views of the school.

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Inspection team

Caroline Crozier, lead inspector His Majesty’s Inspector 23 and 24 April 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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