Rochester Riverside Church of England Primary School

Inspection of Rochester Riverside Church of England Primary School Gas House Road, Rochester, Kent ME1 1US

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Alison Mepsted. This school is part of The Pilgrim Multi- 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 (CEO), Janet Taylor and overseen by a board of trustees, chaired by Mark Wilkes. 8 and 9 July 2025

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What is it like to attend this school?

Pupils are proud of their newly formed school community. They appreciate the exciting school environment and are eager to suggest how to develop it. Pupils are encouraged to be motivated learners and dedicated members of the Riverside community. They value their diverse school and appreciate learning about different cultures. Each day, pupils show kindness and respect to each other and the adults that help them.

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What is it like to attend this school?

Many pupils join the school at different points in their education. Each pupil gets the help that they need to settle in swiftly. New pupils quickly learn the school’s routines and high expectations for learning and behaviour. Pupils enjoy learning and are proud to talk about what they know and can do. For example, Year 3 pupils are keen to share their knowledge about volcanoes as they present the interesting models they have made.

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What is it like to attend this school?

The school has a calm and happy environment. Warm and respectful relationships are shared between pupils and staff. Pupils feel safe in school and know that if they have a worry, staff will help them. Pupils enjoy the variety of school trips. These take full advantage of the school’s location and rich history of Rochester to enrich pupils’ learning.

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

The school has identified the important interesting knowledge and skills that they want pupils to know and remember. Learning progresses over time to ensure pupils can carefully build upon and strengthen their understanding. For instance, in computing, Reception children learn how to operate programmable toys. Pupils then practise different computing skills so that they can begin to write computer programming in Year 4. However, in some subjects in the wider curriculum, the school has not identified the steps in learning clearly. This limits some pupils building deeper subject specific knowledge and understanding over time.

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

The school has appropriate provision in place to identify pupils’ special educational needs and or disabilities (SEND). Leaders readily acknowledge the increase in pupils with SEND as the school has grown and have taken some action in response. Typically pupils benefit from the adult support they receive in classrooms. This includes learning new vocabulary to support their communication. However, some pupils do not always get the precise support they need to help them learn and achieve well across the school’s curriculum.

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

Children make a strong start in the early years. Staff help children to focus and discuss their learning using appropriate vocabulary. Children develop a secure knowledge of mathematics and apply this in activities independently, for example, using the iPad to practice subitising. This strong foundation of mathematical knowledge supports older pupils to problem solve effectively. Staff throughout the school use their secure subject knowledge to model learning. They question pupils effectively and check understanding.

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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. Pupils quickly develop their phonics knowledge. Teachers regularly check pupils understanding and provide additional support to ensure 8 and 9 July 2025

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pupils’ books support learning. Pupils enjoy reading and this is enhanced with a range of exciting reading areas across the school. Pupils love to sit on the reading balcony at playtime enjoying a book. Children in the early years retell eagerly stories of books that have been read to them. Pupils apply their phonics knowledge as they develop writing.

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Behaviour in lessons is calm. Most pupils engage well and follow the established routines. Playtimes are a joy as pupils interact effectively together, enjoying the wide range of activities on offer. Pastoral support is available and pupils value attending ‘the cove’ at break times to support their well-being. Many parents and carers comment on the supportive, nurturing community. Attendance is positive as leaders support families to understand the importance of high attendance.

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Pupils have positive attitudes to learning. Pupils take part in extra-curricular activities, for example, competing at trust-wide sports events. As the school grows, leaders have plans to develop the enrichment offer further. Pupil leaders are proud to support the school. Digital leaders take an active role in supporting computing across the school. The school council is proud of the fundraising they have done to develop the playground and school environment further.

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Leaders are keenly focused on continuing to build and develop the school in line with their ambitious vision. This includes supporting and working with the growing local community. Events like creative week, engage the local area. Staff value the support that they receive from leaders and the collaboration and training across the trust as they continuing to implement the ongoing improvements to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the curriculum does not identify precisely the sequence of knowledge and skills that pupils need to know. As a result, some pupils do not develop detailed understanding. The school needs to ensure that the curriculum sets out the clear steps of learning so that pupils develop subject specific knowledge.  Some pupils with SEND do not get the precise help and support they need. This means they do not learn and achieve as well as they could. While there is recognition of the work leaders have done to address the increasing needs of pupils with SEND as the school has grown, the school should take further action. This should include equipping staff with the knowledge and expertise they need to meet the precise needs of pupils with SEND. 8 and 9 July 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). 8 and 9 July 2025

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 The school opened in September 2022 and moved into the new school building in September 2023.  The school currently has pupils in the Nursery through to Year 4.  The school is part of The Pilgrim Multi Academy Trust and the headteacher and senior leaders currently lead this school and another school in the trust.  The school has not yet received an inspection of Anglican and Methodist Schools (SIAMS), under section 48 of the Education Act 2005.  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 8 and 9 July 2025

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provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  This was the first routine inspection that 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 met with the headteacher, other leaders and a range of staff. They also met with members of the governing body, trustees, the CEO and a diocese representative.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and computing. 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 considered the curriculum in other subjects.  Inspectors checked the school’s policies and records, including those related to

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behaviour and pupils’ wider development.  Inspectors considered the responses of parents, pupils and staff to Ofsted’s online surveys.  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.  Inspectors held meetings with staff and spoke with pupils during social times. They observed pupils’ behaviour across the school, including as they arrived and left school.

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Inspection team

Sacha Husnu-Beresford, lead inspector His Majesty's Inspector

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Inspection team

Caroline Clarke Ofsted Inspector 8 and 9 July 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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