Ridgeway Primary Academy

Ridgeway Primary Academy

Address: Park Avenue, South Shields, Tyne and Wear, NE34 8AB Unique reference number (URN): 139124

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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

Pupils' attendance has increased over time. Until very recently, it was improving consistently year on year. A slight decline in attendance of late has been identified by leaders and swiftly acted upon. Leaders are taking effective action to address absence concerns before they become persistent. Some groups of pupils and their families have been harder to reach than others. Leaders use effective strategies to address high absence. The school attendance team supports pupils who find coming to school a challenge. Some pupils who previously refused to attend school are developing positive attitudes to their education.

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Attendance and behaviour Expected standard

Lessons are typically calm and orderly. Pupils follow staff direction well. There is a purposeful learning environment throughout the school. Staff understand and uphold the agreed approaches to support pupils. They quickly identify when pupils might need a moment to regulate their emotions. Pupils are confident at asking for this time, when they need it. There are disruptions to learning from time to time. These are generally addressed well and learning continues. Pupils are eager to earn 'proud stamps' that recognise positive attitudes to learning. Leaders regularly reflect on their approach to managing behaviour and make appropriate adaptations. Bullying and harassment of any kind is not tolerated.

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Early years Expected standard

The early years curriculum is very well designed. It sets out specifically what children need to know and be able to do in preparation for key stage 1. Activities are carefully adapted for younger Nursery children and older children in the Reception Year. Staff engage regularly and effectively with children. Conversations are often animated and stimulating. Staff promote a love of learning across the early years. The stories and rhymes that children learn are brought to life. Staff often ask meaningful questions to develop children's language and vocabulary. At times, the interactions between adults and children could deepen learning even further.

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Early years Expected standard

Children develop a love of reading through carefully planned interactions with books and texts. Children in the Reception Year receive high-quality phonics teaching that helps them get off to a positive start in their reading journey. Some children need additional support to secure this knowledge once they enter key stage 1.

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Early years Expected standard

The early years provides many opportunities for mark making and to practise letter formation. Children begin to secure the skills that they will need later in their education. Children's understanding of the wider world is well developed. Parents and carers are involved in transition work that helps children to make a settled start to their education.

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Inclusion Expected standard

Leaders identify the individual needs of pupils quickly and effectively. Often, this work begins before children join the early years. Transition work at the school is very well coordinated. Parents and carers are involved in developing the plans that will support pupils to achieve their best. Pupils with high levels of special educational needs and/or disabilities (SEND) are extremely well supported at the school. Experienced and knowledgeable staff teach pupils with SEND an appropriate bespoke curriculum. This improves pupils' life skills and confidence, as well as their levels of understanding. Leaders' work to remove barriers to learning is typically effective. Staff receive training that develops their knowledge of different pupils' needs. Training on specific adaptations that staff might make to lessons could be more effective, however.

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Inclusion Expected standard

Leaders are knowledgeable and make a positive difference for pupils with SEND. Pupils' progress through the curriculum is carefully monitored. Typically, leaders act on findings from this work to improve the support for pupils with SEND. The pupil premium strategy reflects the challenges faced by some pupils. Leaders have considered how to overcome these. Staff implement the agreed strategies. Leaders work alongside local area partners, including the local authority and the virtual school, to improve experiences and outcomes for pupils. Alternative provision is used effectively and in pupils’ best interests.

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Personal development and wellbeing Expected standard

Pupils benefit from a comprehensive programme of personal development at the school. This includes educational visits, residential trips and hearing from visiting speakers about important topics. All pupils take part in 'Farm School', which involves a wide range of outdoor learning opportunities both on and off the school site. This offer enhances pupils' teamwork and communication skills. In school, pupils help to care for several small animals, which adds to their understanding and empathy. These interactions also enhance pupils' mental health and wellbeing. Leaders have prioritised pupils, especially the most disadvantaged, having a broad range of life experiences. Leaders know how important these opportunities are for pupils to thrive at school.

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Personal development and wellbeing Expected standard

Pupils know the importance of staying active and eating healthily. Online and offline risks are also well understood by pupils. The personal, social and health education curriculum is well adapted to the school's context. The topics it covers help to prepare pupils well for adulthood. However, some of the important learning it contains, such as about other faiths or fundamental British values, are not understood consistently well by pupils. The school's relationship education programme enhances pupils' understanding and tolerance of differences. Pupils talk with confidence about respect in relationships and about equality. Pupil ambassadors emphasise how important it is to be kind and helpful.

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Personal development and wellbeing Expected standard

Support for pupils' wellbeing is extensive. A full-time counsellor works with pupils to help with their emotional and mental health needs. Other staff with specialised training help develop pupils' communication and social skills. In lessons, pupils access 'regulation stations', which helps them to be calm when things get tricky. Pupils use this provision well. Parents and carers appreciate the effort that the school goes to to help pupils be happy and successful. Pupils are extremely positive about the extra support staff provide for them.

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Achievement Needs attention

Pupils are not as well prepared for the next stage of their education as they should be. Some pupils lack the important foundational knowledge and skills, especially in handwriting and reading, that they need to achieve their potential. Over time, a proportion of younger pupils have not acquired the knowledge they need to read fluently by the end of Year 1. For many pupils this is addressed quickly. However, for others, reading remains a challenge right up to the end of key stage 2. This is reflected in reading attainment in national tests and assessments. Disadvantaged pupils generally make suitable progress through the curriculum from their starting points.

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Achievement Needs attention

Pupils' knowledge and understanding of some aspects of the wider curriculum, such as in science and history, is secure. However, important knowledge and skills are not as well developed in other subjects. Overall, pupils' attainment and progress have been inconsistent or not as good as they need to be over time.

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Curriculum and teaching Needs attention

Leaders have appropriate ambitions for the quality of curriculum and teaching at the school. The curriculum has been deliberately designed to develop pupils' knowledge and skills over time. However, the curriculum is not typically taught well.

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Curriculum and teaching Needs attention

Pupils' life experiences and the context of the school have been considered when planning new learning. Strategies to improve pupils' spoken language and focus in lessons have been successful. Nevertheless, gaps in pupils' knowledge and skills, such as handwriting, are not consistently addressed. In addition, activity choices in lessons do not ensure pupils learn the intended curriculum as effectively as they might. Some learning time is lost, when pupils are ready to move on but staff have not identified this fact. Learning activities to extend and deepen pupils' understanding are not always well considered.

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Curriculum and teaching Needs attention

Younger pupils typically receive a more consistent educational experience than older ones. The teaching of early reading is increasingly effective. Pupils who need help to catch up with their peers get the support that they need to achieve. Adaptations in lessons for pupils with special educational needs and/or disabilities (SEND) typically meet their needs. On occasion, however, teaching approaches are not well matched to the individual barriers some pupils with SEND face.

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Leadership and governance Needs attention

Leaders have identified some appropriate school development priorities. For example, improving pupils' handwriting, attendance and speaking skills. They understand the school's context and the needs of pupils well. However, leaders have not focused their work consistently in the right places. This has also impacted upon the effectiveness of the professional learning programme at the school. Staff benefit from some high-quality training opportunities. However, these are not always targeted at what needs to improve the most. Consequently, teaching approaches and pupils' outcomes have not improved as much as they need to over time.

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Leadership and governance Needs attention

Those responsible for governance typically have a secure understanding of the school's strengths and areas to develop. They seek to gain an accurate impression of what pupils' educational experience is like. Trustees support and challenge leaders to help advance school improvement. Those responsible for governance are aware of and fulfil their statutory duties. This includes reviewing the impact of pupil premium funding. Leaders decision- making prioritises disadvantaged pupils to remove barriers to their wellbeing and success. This work is increasingly effective.

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Leadership and governance Needs attention

Staff understand and actively contribute to school improvement priorities. They value the professional learning on offer at the school. Staff recognise how training has impacted positively on aspects of their classroom practice. Staff wellbeing and workload are considered when changes are made. Leaders know that constant change can be demoralising for staff and give new strategies time to embed before moving on. Leadership of some aspects of the school's work is more effective than of others. This inconsistency is impacting negatively upon the pace of school improvement.

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

Pupils, parents and carers appreciate the high levels of support that are offered by the school. Pupils belong to a caring community that keeps them safe. Most pupils attend school regularly. They gain a great deal from the school's comprehensive enrichment programme.

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

Staff encourage pupils to be proud of what they have achieved. When something goes well, pupils enthusiastically receive rewards that recognise this. Pupils typically behave well and respond to staff instructions. If pupils struggle to meet leaders' high expectations, staff deal with this quickly. Pupils are clear that being different is never a barrier at the school. Being unique is something that everyone celebrates. This helps pupils to feel a sense of belonging. Bullying does happen but it is rare. Pupils say staff will always help them sort it out.

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

From the start of their education in the early years, children are encouraged to talk about how they feel and what they have learned. As pupils get older, they are increasingly confident and communicate well. Pupils know that they have an adult or a friend that they can speak to if something worries them. Staff understand pupils very well. Adults quickly identify if pupils need extra support. Leaders work closely with parents of pupils, who face barriers to their learning and/or wellbeing to understand each pupil's needs. Leaders have created inclusive spaces within the school to support pupils with special educational needs and/or disabilities (SEND) to learn and be calm. Pupils with SEND thrive when they access all that is on offer.

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

Despite many positive aspects of school life, leaders' clear and ambitious vision for pupils' education is not fully realised. Pupils' achievement has only slightly improved over time. Although pupils enjoy their learning, they have gaps in important knowledge and skills that are not addressed quickly enough. The way in which the curriculum is taught does not support pupils' learning as effectively as it could do. Learning opportunities are sometimes lost through ineffective activity choices. Children in the early years, however, have a more positive educational experience than older pupils.

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Next steps

Leaders should ensure that school improvement priorities precisely identify the underlying cause of any weaknesses and these priorities are acted upon quickly and effectively. Leaders should ensure that gaps in pupils' foundational knowledge and skills, notably reading fluency and handwriting, close rapidly so that pupils are well equipped to learn the across the curriculum. Leaders should ensure that staff accurately identify what pupils already know and can do, so that teachers make effective choices about how to teach the curriculum and when to move pupils' learning on. Leaders should ensure that pupils' achievement improves to be more consistent over time, so that a greater proportion of pupils are better prepared for their next stage of education. Leaders should ensure that pupils' persistent absence rates continue to reduce and the strategies they use result in high attendance for all groups of pupils over time.

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About this inspection

This school is part of Tyne Coast 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), Mike Collier, and overseen by a board of trustees, chaired by Les Watson.

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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 headteacher, other senior leaders and staff during the inspection. Inspectors also spoke to the CEO of the trust and those responsible for governance during the inspection. One inspector spoke with the headteacher of the virtual school and other inspectors spoke to parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 4 alternative provisions, including 2 that are unregistered.

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Team inspectors:

Katie Lowe, Ofsted Inspector Amy Blackburn, His Majesty's Inspector Julie McGrane, Ofsted Inspector

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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. Headteacher: Alex Golden National average: 300

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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) 52% 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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average

2022/23 (final) 67% 73% Close to average

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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) 69% 72% Close to average

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average

2023/24 (final) 73% 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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average

2024/25 (revised) 46% 47% Close to average

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national average

2023/24 (final) 37% 46% Close to average

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national average

2022/23 (final) 51% 44% Close to average

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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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average

2024/25 (revised) 63% 63% Close to average

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average

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

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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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average

2024/25 (revised) 57% 59% Close to average

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average

2023/24 (final) 63% 58% Close to average

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average

2022/23 (final) 54% 58% Close to average

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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

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

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average

2022/23 (final) 71% 59% Close to average

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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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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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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

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 .

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Urgent improvement

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Urgent improvement

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

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