Riverdale Primary School

Riverdale Primary School

Address: Hambleton Avenue, Redcar, North Yorkshire, TS10 4HH Unique reference number (URN): 145046

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Expected standard

Leaders place a high priority on regular school attendance. They quickly contact families, when pupils are absent. Leaders work closely with parents to address concerns early and, where appropriate, visit families to offer support. This helps pupils return to lessons quickly and attend more regularly. Pupils and families appreciate the school's offer. The curriculum offers wider opportunities, which act as a magnet, drawing pupils to its centre. Pupils want to attend and do not want to miss out on learning. Pupil’s attitudes to learning are positive. Attendance is close to national averages.

p.2

Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school. Classrooms remain calm, organised and purposeful. The school has clear routines that pupils know and follow with pride. In lessons, pupils cooperate and care for equipment. At breaktimes, pupils play safely and use equipment responsibly. Staff manage pupils' behaviour fairly and consistently. They build strong, respectful relationships with pupils and clearly explain expectations. Pupils understand what teachers expect of them. Pupils show self-discipline, respect others and make meaningful contributions to a positive school environment.

p.2

Attendance and behaviour Expected standard

When pupils' behaviour falls short of the high expectations, for example if bullying occurs, pupils and staff call it out and act appropriately and quickly. Staff make specific adaptations for pupils with special educational needs and/or disabilities without diluting expectations.

p.2

Early years Expected standard

Children feel safe, calm and ready to learn. Staff set up classrooms well. This helps children build their knowledge in all areas of learning. Adults know children well and build caring relationships. They have high-quality interactions with children during play, story time and snack time. Adults listen with attention and ask straightforward questions. This helps children think and improve their language skills. This helps children grow in confidence and learn new words.

p.2

Early years Expected standard

Leaders have created a clear curriculum that helps learning build on the Nursery Year. By the end of the Reception Year, children are well prepared for key stage 1. Children make use of ‘check-ins’ each morning, so staff know how they are feeling and if they are ready to learn. Ongoing observations throughout the day allow staff to understand what children can do. For example, they watch how children hold pencils or share toys. Staff use this information to change future learning activities. This helps to close gaps in children's knowledge without delay. Children stay focused, enjoy learning and explain their ideas.

p.2

Early years Expected standard

Staff give early reading high priority. In the Reception Year, they teach phonics using songs, cards and games. Children practise blending sounds and reading books matched to their phonics knowledge. They enjoy reading and develop their skills in readiness of writing.

p.2

Early years Expected standard

Daily routines, such as tidying up and lining up, help children become independent. Staff support children during their move into Year 1. Staff collaborate with parents and carers through meetings, workshops and daily conversations.

p.2

Inclusion Expected standard

Leaders quickly identify pupils’ additional needs and respond thoughtfully. From the early years, staff spot potential barriers to learning and work closely with families to provide support. Staff make good use of advice from external professionals. Teachers create learning environments that reduce barriers and boost pupils' confidence. Pupils thrive with clear routines and a range of suitable resources. When needed, short-term individual support helps pupils reconnect with classroom learning. Staff encourage pupils to share their views and join discussions. Pupils feel valued and included.

p.3

Inclusion Expected standard

Support for pupils with special educational needs and/or disabilities (SEND) is carefully planned and reviewed. Many support plans give clear guidance and measurable targets. Some need more work to be effective. Leaders assess pupils’ progress and attendance in detail. Leaders step in early if there are worries. This supports positive attendance for most pupils.

p.3

Inclusion Expected standard

Leaders use extra funding well. This assists pupils with SEND and those who are disadvantaged. It boosts their wellbeing, engagement and access to learning. Helpful resources clear away barriers. They let pupils join in all school activities. Leaders are improving quality checks. They want better oversight to help pupils succeed. Staff training is regular and addresses pupils' ongoing needs. This aligns with the school’s aim to support all pupils in reaching their full potential.

p.3

Inclusion Expected standard

Leaders speak with parents daily. They send updates like the ‘Riverdale Roundup' to share important information. Parents can join drop-in support sessions too. These sessions link families to more support groups.

p.3

Leadership and governance Expected standard

Leaders accurately identify specific areas to improve. They have managed the school through a period of change. This has involved changes to staffing, teaching practice and governance. Throughout this time, pupils have continued to receive the support, care and education that aligns with the school values. Leaders are highly visible around the school. This helps them see what pupils do well and where they need more help. Leaders regularly review the school's progress towards its priorities with trustees to inform their next steps and staff training.

p.3

Leadership and governance Expected standard

Local governors and trustees fulfil their statutory duties effectively. They regularly check safeguarding, finances and staffing. Local governors visit the school and speak with pupils about their learning and staying safe. Governors provide useful support and challenge that result in marked improvements.

p.3

Leadership and governance Expected standard

Leaders prioritise vulnerable pupils. They keep detailed records of pupils needing extra support. This includes disadvantaged pupils, those with special educational needs and/or disabilities, and pupils known to social care. Leaders review this support each term and adapt provision with urgency when needed.

p.3

Leadership and governance Expected standard

Leaders provide staff with regular professional learning. Teachers at the beginning of their careers receive weekly support and design lessons together. Leaders use research to

p.3

Needs attention

improve teaching and consider staff workload. Staff feel valued and supported. Leaders successfully promote wellbeing by sharing clear information and offering counselling.

p.4

Personal development and wellbeing Expected standard

Leaders place pupils’ wellbeing and personal growth at the centre of school life. Pupils develop their understanding effectively and articulate their learning in personal, social and health education. They explain how to stay safe online and how to care for their mental health. In addition, the curriculum provides time and space for staying safe in the community. The pupils understand road safety and the risks associated with the local community, such as keeping safe around water. Pupils understand puberty and consent. They show respect for people's differences, including those from different types of family. Staff reinforce this through maintaining a constant focus on enabling pupils to make good choices in and out of school.

p.4

Personal development and wellbeing Expected standard

Across the curriculum, staff help children and pupils learn to share, manage feelings and solve small problems. This helps pupils to grow in confidence and resilience.

p.4

Personal development and wellbeing Expected standard

Staff know pupils well and offer tailored pastoral support. Disadvantaged pupils and those with special educational needs and/or disabilities receive targeted help. This support helps them feel safe and be ready to learn.

p.4

Personal development and wellbeing Expected standard

Pupils are developing their knowledge of fundamental British values and cultural diversity. Pupils benefit from a variety of enrichment activities, such as school trips, sports clubs, the spring singing club and the Eco crafts club. Leaders are continuing to develop this offer to further enhance pupils’ experiences.

p.4

Achievement Needs attention

Pupils' progress in key stage 2 is not secure. Some pupils do not retain important knowledge over time. Poor handwriting skills, limited vocabulary and gaps in basic knowledge slow pupils' learning. Misconceptions often remain uncorrected. Recent results show that combined scores for reading, writing and mathematics are below national averages, with very few pupils reaching higher standards. Some pupils are not sufficiently prepared for their next stages of learning. This is due to their lack of secure subject knowledge across the curriculum. The changes that leaders have made are improving pupils' knowledge across subjects, including in mathematics and English. However, this work does not show sustained improvement on pupils' progress and outcomes by the end of Year 6.

p.4

Achievement Needs attention

Children in the early years make a positive start. Many children develop early language, phonics and writing skills well. In key stage 1, pupils build secure foundations in reading, writing and mathematics. Teachers use assessment with precision to identify gaps and provide timely support when needed. As a result, many pupils keep up with their learning at this stage.

p.4

Curriculum and teaching Needs attention

The quality of teaching is inconsistent across the school, particularly in key stage 2. In some classes, pupils develop their knowledge in a logical sequence and build on previous studies. In other classes, teachers often do not give pupils enough chances to discuss and practise. Teachers' checks on pupils' learning are not always precise. Misconceptions are not identified or corrected in a timely manner.

p.5

Curriculum and teaching Needs attention

Leaders have developed a broad, ambitious curriculum that sets out what pupils should learn over time. In key stage 1, this helps pupils secure their knowledge in reading, writing and mathematics. Teachers use subject-specific vocabulary appropriately and model learning clearly. Staff provide effective support for pupils, who need this to catch up quickly in their learning. Teachers explain ideas well and give pupils regular opportunities to practise new vocabulary. However, the firm focus on handwriting, spelling and accuracy is not always maintained as pupils move through the school. Some activity choices do not enable pupils to build their knowledge well over time.

p.5

Curriculum and teaching Needs attention

Teachers generally demonstrate secure subject knowledge in many lessons. Staff understand the needs of pupils. Pupils with special educational needs and/or disabilities get appropriate support. This enables positive progress in their learning across different subjects.

p.5

Curriculum and teaching Needs attention

Leaders ensure that pupils identified as disadvantaged are not disadvantaged at Riverdale Primary School. The school removes barriers to learning. For example, the school provides specific equipment to support learning.

p.5

Curriculum and teaching Needs attention

Leaders provide extra training for staff when needed. They are also reviewing the curriculum to ensure their high expectations are achievable. These developments are at an early stage, and it is too soon to see the impact of this work.

p.5

What it's like to be a pupil at this school

Caring staff at this school support pupils to succeed. Staff know pupils very well and remove barriers to learning with skill and compassion. Pupils enjoy their learning and are keen to do well. In the early years and key stage 1, pupils develop effective reading, writing and mathematics skills. They enjoy phonics and reading sessions. They learn through hands-on activities. Teachers explain new ideas clearly and give pupils time to practise their learning until they gain confidence. Children in the early years make a successful start to their education. Pupils are proud of their achievements and are well prepared for key stage 2.

p.5

What it's like to be a pupil at this school

Further up the school, learning is less secure. Staff do not consistently identify or correct pupils' mistakes in a timely manner. Some pupils do not achieve as well as they should. This slows some pupils' progress and hinders their readiness for their next steps in learning. For example, they struggle to remember key words and ideas over time.

p.5

What it's like to be a pupil at this school

Staff in the 'HIVE' provision provide valuable support for pupils who need help managing their emotions. This helps pupils to focus on their learning. Pupils’ relationships with staff are positive, and they trust adults to listen and to support them. Pupils with special educational needs and/or disabilities learn with their classmates. They use adapted tasks and visual aids to help them.

p.5

What it's like to be a pupil at this school

Pupils enjoy school and feel safe and well cared for. They know that it is a place where everyone is understanding and kind. Pupils know who to speak with if they have worries. Behaviour is calm and pupils work well together in lessons. Breaktimes are friendly and social occasions. The staff are quick to support pupils and address bullying quickly and effectively.

p.6

What it's like to be a pupil at this school

Responsibilities, such as class and corridor monitors, help pupils contribute to school life. Many pupils enjoy choir and performing at local events. Pupils also help to organise fairs and charity activities, which builds their confidence and pride.

p.6

Next steps

Leaders should continue their work to strengthen the consistency in curriculum delivery, especially in reading, writing and mathematics, to help pupils remember and know more consistently over time. Leaders should ensure that teachers’ checks on learning consistently identify and address pupils’ errors/misconceptions, so that gaps in pupils' knowledge close quickly. Leaders at all levels should continue to check and ensure that their improvement strategies are having the desired impact.

p.6

About this inspection

This school is part of Ironstone 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), Mr Carl David Faulkner, and overseen by a board of trustees, chaired by Mr Stephen David Elliott.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, deputy headteacher, other senior leaders and staff. The lead inspector met with the CEO, representatives of the trust and members of the local governing board.

p.6

About this inspection

The inspectors confirmed the following information about this school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

Team inspectors:

Chris Carr, His Majesty's Inspector Philippa Kermotschuk, His Majesty's Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2023/24 (final) 65% 61% Close to average

p.9

average

2022/23 (final) 57% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 74% 74% Close to average

p.9

average

2022/23 (final) 70% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 77% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (revised) 38% 47% Close to average

p.10

national average

2022/23 (final) 44% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

average

2022/23 (final) 63% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2024/25 (revised) 54% 61% Close to average

p.12

average

2023/24 (final) 69% 59% Close to average

p.12

average

2022/23 (final) 50% 59% Close to average

p.12

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (2 term) 5.2% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.3% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.3% 5.9% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2023/24 (3 term) 11.4% 14.6% Close to average

p.14

national average

2022/23 (3 term) 12.4% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15