Ridgewell Church of England Primary School

Ridgewell Church of England Primary School

Address: Church Lane, Ridgewell, Halstead, Essex, CO9 4SA Unique reference number (URN): 144645

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Expected standard

Leaders' actions to improve attendance, particularly for disadvantaged pupils, are effective. The renewed approaches and targeted support for pupils are leading to improvements. For example, leaders reward pupils for arriving every day and on time. This reinforces the importance of punctuality, during 'early bird weeks'. Staff identify pupils who find attending school difficult. They work with them and their families to understand and overcome the barriers they face. As a result, pupils now attend more regularly. Leaders know that further improvement is needed for some pupils if their attendance is to keep improving.

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Attendance and behaviour Expected standard

Leaders focus on understanding pupils' behaviour and supporting them when they face difficulties. Some pupils receive support to help them focus and concentrate on their learning. This approach is working well. Behaviour is typically positive. Classrooms and the playground are calm and happy places where pupils enjoy learning and socialising. Pupils know what bullying is and say that it is rare. They are confident that leaders deal with it quickly and effectively if it occurs. Pupils form trusting relationships with staff. They aim to meet the consistent behaviour expectations that staff have of them.

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Inclusion Expected standard

Staff identify the needs of pupils with special educational needs and disabilities (SEND) accurately. They review how well pupils with SEND are progressing and the effectiveness of the support that they receive. Leaders provide regular training so staff build their knowledge and support pupils effectively. Leaders work closely with external professionals so staff can access specialist guidance for pupils who need extra help. This helps pupils to overcome any barriers to learning they may face. Leaders support pupils successfully with their transition to secondary school. For example, they are actively engaged in a local project, run by the local authority, that supports pupils with SEND during this time. Leaders work effectively with the local authority to secure the support needed for children in care. Leaders carefully review the use of alternative provision to ensure it provides a suitable education for

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Inclusion Expected standard

Leaders identify the barriers that disadvantaged pupils face. They use additional funding wisely to plan the extra support some pupils need to develop early speech and language. Staff provide targeted support that helps pupils to improve their early communication and removes other barriers that might impact their academic outcomes. These actions are not yet having a consistent impact on overall achievement, although leaders continue to review and refine their approach.

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Personal development and wellbeing Expected standard

The school provides a broad personal development offer that prepares pupils well for life beyond the school.

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Personal development and wellbeing Expected standard

The personal, social and health education and relationships curriculums meet statutory requirements. Leaders have identified important concepts and they ensure pupils revisit

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Needs attention

these regularly. For example, pupils learn about internet safety early each year because leaders recognise the importance of pupils knowing how to keep themselves safe online. As a result, pupils secure this important knowledge. Pupils also understand how to keep their minds and bodies healthy. They confidently explain the value of a balanced diet and regular exercise.

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Needs attention

Pupils, including those with special educational needs and/or disabilities, identify trusted staff they can approach for support. Teachers also check in regularly with specific pupils to ensure they feel safe. This focus on wellbeing creates a caring environment where pupils feel secure.

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Needs attention

All pupils have access to outdoor learning. They take part in these sessions regularly. Pupils enjoy taking safe risks and being creative. They speak positively about the experiences these sessions provide. Trips and visits further enrich the curriculum. For example, pupils visit Colchester Castle to deepen their historical understanding.

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Needs attention

Pupils develop an understanding of different cultures and beliefs and link this learning to fundamental British values. They understand the importance of respecting others and demonstrate respect for people’s differences and for different religions. Culture days help pupils learn about life in different countries. Leaders recognise the need to strengthen this aspect further, so pupils develop a deeper understanding of the wider world beyond their local area.

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Needs attention

Overall, pupils, including disadvantaged pupils, gain a secure grounding in the key knowledge they need for their future lives.

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Achievement Needs attention

At the end of key stage 2, disadvantaged pupils do not achieve as well as they should, particularly in writing. Some pupils do not write letters correctly and staff do not always correct these errors quickly. Leaders have begun to address this. However, their actions are at an early stage and improvement is not yet consistent. As a result, too many pupils fall behind in key areas of learning so they are not as well prepared for their future learning as they should be.

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Achievement Needs attention

The small number of pupils on roll at the school means published data fluctuates each year. Pupils do not always show age-appropriate skills and knowledge in important aspects of learning. Staff do not routinely ensure that pupils secure the most important knowledge. Pupils' work across the wider curriculum varies in quality. Although pupils generally progress suitably through the planned curriculum, expectations are not always high enough. Pupils recall of previous learning is developing. Some pupils remember what they have learned in subjects such as history, while others struggle to recall knowledge beyond recent lessons.

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Curriculum and teaching Needs attention

The quality of teaching is inconsistent. Some pupils do not secure the key knowledge they need. Teachers do not provide consistent opportunities for pupils to practise essential writing and spelling skills. As a result, gaps in learning develop and are not addressed quickly enough. When pupils fall behind in writing, the support they receive is not precise enough to help them catch up effectively.

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Curriculum and teaching Needs attention

Reading is prioritised. Staff introduce phonics as soon as pupils start school. Pupils regularly practise letters and sounds. Most pupils progress well through the programme. Staff provide extra support when pupils need additional help to catch up.

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Curriculum and teaching Needs attention

Teaching in the wider curriculum varies. When it is most effective, teachers use their secure subject knowledge to give clear explanations and question pupils skilfully, to check their understanding. Pupils complete tasks that help them learn securely. However, teachers do not apply these effective approaches consistently across the school. While pupils with special educational needs and/or disabilities receive the support the need, they experience the same inconsistencies in teaching as their peers.

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Curriculum and teaching Needs attention

Despite the inconsistencies in teaching, school leaders have designed a broad and well ‑ planned curriculum across all subjects. It sets out what pupils should learn and when, and it takes account pupils' needs. Leaders recognise the need to support teachers further so that teaching is more consistent.

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Early years Needs attention

Children in the early years do not consistently secure the most important knowledge they need. Sometimes, staff do not present new learning clearly, including in the teaching of reading and phonics. Although leaders have made this a clear priority, staff in the early years do not always have the secure subject knowledge they need when teaching the key skills of early reading.

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Early years Needs attention

Within the learning environment, children are not always encouraged to choose activities that would benefit them most. Staff do not consistently use purposeful interactions to help children rehearse and apply key skills. As a result, children are not as well prepared for Year 1 as they should be.

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Early years Needs attention

Staff work closely with parents and carers before children start school, so they develop a clear understanding of each child’s needs. Warm and caring relationships help children to settle quickly. Leaders have designed a curriculum that identifies the key knowledge and skills children need. The learning environment is well organised and provides opportunities for children to practise their learning.

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Leadership and governance Needs attention

Leaders' actions, including at trust level, are not leading to improvements quickly enough in some areas of the school's work. As a result, pupils are not achieving or progressing through the curriculum as well as they could. Leaders know that improvements are needed to ensure that teaching is consistently effective. This includes in the ways teachers identify and address the gaps in pupils' knowledge and skills. Leaders have begun to implement improvements. For example, older pupils now have a clearer focus on improving their writing. However, some of this work is at an early stage.

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Leadership and governance Needs attention

School and trust leaders have a broadly accurate understanding of the school. They take pride in the welcoming, inclusive atmosphere and pupils’ polite and respectful conduct. Leaders' successful work to improve attendance and behaviour, and their work to reduce the barriers that some pupils face, is driven by what is best for pupils.

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Leadership and governance Needs attention

The trust provides staff with support and opportunities for professional learning. Staff engage positively with this and share leaders’ ambition to bring about the improvements needed. Further training is needed in some areas, for example to ensure consistent teaching in the early years. Staff, parents and carers speak positively about the school. They value the close community and appreciate being treated as valued members of it. Staff appreciate how leaders consider workload and wellbeing when making decisions.

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Leadership and governance Needs attention

Those responsible for governance are committed to the school’s success. They receive regular information that enables them to provide appropriate challenge and support to both school and trust leaders.

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

Pupils experience warm and welcoming relationships. They are greeted positively each morning, which helps them feel they belong. Pupils show the school's value of friendship in the way they support each other. They interact respectfully with adults.

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

Although pupils enjoy school, they do not achieve as well as they should. Some pupils have gaps in important knowledge, particularly in writing and spelling. These weaknesses begin in the early years and continue as pupils move through the school. Staff do not always address these gaps precisely, which limits some pupils' progress. As a result, pupils are not as well prepared for the next stage of their education as they should be.

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

Pupils behave well in lessons and during social times. Classrooms are calm and pupils enjoy playing together in the playground. Many enjoy active games such as basketball, while others choose quieter spaces such as the library. Pupils can explain what bullying is and report that it rarely happens. They are confident that leaders respond swiftly and effectively should it occur. Staff know pupils well. Positive, trusting relationships with staff help pupils to feel safe and secure.

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

Staff know pupils and their families well. They offer tailored guidance and support, including for pupils with special educational needs and/or disabilities and those who face additional challenges. These relationships help the school work with families to improve attendance. Consequently, attendance is rising and most pupils now attend regularly.

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

Pupils are supported with their wider development effectively. They value opportunities to take on roles and responsibilities. School councillors and eco councillors contribute to decision-making. Library monitors support younger pupils with their reading. Pupils also benefit from enrichment experiences, including residential trips, which help them develop independence and broaden their horizons. They learn about British values, such as democracy and the rule of law. This helps to prepare pupils for life in modern Britain.

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Next steps

Leaders should strengthen the support and training for early years staff so they develop secure subject knowledge and expertise to help children learn, apply and practise the key skills that will prepare them well for Year 1. Leaders should ensure staff identify and address gaps in pupils' knowledge quickly and effectively, particularly in foundational writing skills, so that pupils achieve consistently well. Leaders, including those at the trust, should ensure they act quickly and effectively to implement the necessary changes so they make timely and sustained improvements to teaching and pupils’ achievement. Leaders should further develop their work with pupils and families to address barriers to attendance, resulting in notable improvements and high rates of attendance.

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About this inspection

This school is part of the Diocese of Chelmsford Vine 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), Emma Wigmore, and overseen by a board of trustees, chaired by Caroline Haynes.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the executive headteacher, special educational needs coordinator, a range of trust leaders, including the chair of trustees and the CEO. They also spoke with members of the local governing body and a representative from the diocese as well as a range of teaching and non-teaching staff. The views of pupils and parents and carers were also sought during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Chelmsford. Its last section 48 inspection was in October 2019.

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About this inspection

The school uses one unregistered provider of alternative provision.

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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.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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average

2022/23 (final) 54% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (revised) 77% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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Persistent absence

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

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national average

2024/25 (2 term) 15.1% 13.3% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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