Rivermead Primary School

Rivermead Primary School

Address: Loddon Bridge Road, Woodley, Reading, Berkshire, RG5 4BS Unique reference number (URN): 149521

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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 Strong standard

Leaders have high expectations of both attendance and the behaviour of pupils. They work hard to ensure that pupils attend school. Because of this work, there are notable improvements in attendance for groups of pupils. For example, the proportion of persistently absent pupils is significantly below national averages. Staff know the pupils and families well. They put careful support and nurture in place to ensure that pupils attend school and are ready to learn. This care ensures that pupils who need additional support to come into school are able to do so.

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Attendance and behaviour Strong standard

Leaders' highly effective work ensures that pupils’ behaviour in school is impeccable. Relationships are respectful and kind, and pupils attend school regularly and on time. There is a strong sense of belonging at this school.

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Attendance and behaviour Strong standard

Pupils’ behaviour across the school is impressive. They live out the school values fully in their interactions with others. In lessons, there is a palpable sense of enthusiasm and love of learning. Pupils want to do well and work hard to do so. Staff use carefully considered plans and procedures to support those who need extra help to manage their emotions. Bullying is rare. This is because pupils have a strong sense of ‘calling out’ what is not right.

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Early years Strong standard

Children thrive in Reception Year and make a flying start to their education. This is because the curriculum is well designed, ensuring that children build the necessary knowledge and skills to be ready for Year 1. Staff build effective partnerships with parents and carers from the start, which helps identify barriers children may have. Staff act swiftly to provide effective support so that children are successful in their education.

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Early years Strong standard

Expert staff create purposeful activities that support children’s learning well. They listen and respond skilfully to children. Lessons are extremely well taught and supported by high- quality interactions. Staff prioritise early reading, writing and mathematics. As a result, children excel. They quickly gain fluency and understanding and build their vocabulary well. The environment is carefully designed so that children access activities that develop foundational knowledge.

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Early years Strong standard

Leaders also ensure that children develop a secure level of emotional development, socially and personally. This allows children to interact well with each other and within the provision. Staff foster warm and caring relationships with children. They confidently share and learn alongside their friends.

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Early years Strong standard

An above-average proportion of children achieve a good level of development. Those children who are disadvantaged or with special educational needs and/or disabilities have additional support when needed so they can progress through the curriculum.

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Inclusion Strong standard

Leaders place inclusion front and centre of all they do. They quickly and accurately identify any barriers to learning pupils may face as a result of the well-established routines and systems in place. Leaders work closely with families and other professionals to seek expertise and advice when appropriate. They know the importance of early intervention and help when needed. There is a relentless commitment from leaders to provide a wealth of opportunity for all. Additional funding is used well to support pupils to be able to achieve, belong and thrive. Wider opportunities such as extra-curricular clubs and trips are accessible to all.

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Inclusion Strong standard

Leaders ensure that staff have high-quality training that enables them to quickly identify special educational needs and/or disabilities (SEND) and other barriers pupils have and put appropriate support in place. Staff draw on their own expertise or that of others to understand the barriers pupils face. As a result, support plans are precise and align closely with education, health and care plans. Leaders have robust oversight of pupils with SEND, ensuring that well-timed adaptations respond to their changing needs. A well ‑ structured approach to reviewing support plans underpins provision, ensuring that leaders monitor the impact of the support in place effectively.

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Inclusion Strong standard

The nurture provision ensures that pupils who need additional care and support are well looked after and ready to learn. Leaders are rightly proud of this offer and what it provides pupils. Leaders use alternative provision, where appropriate, in pupils' best interests.

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Personal development and wellbeing Strong standard

The personal development programme, including the relationships curriculum, is both coherent and appropriate. It brings together a range of thoughtful, connected experiences for pupils in highly effective ways. Visitors to the school, well-considered trips and clubs enrich aspiration and strengthen learning. Pupils gain a rich knowledge of the curriculum but also the broader themes of British values and protected characteristics. Because of this, pupils show a deep level of respect and tolerance of difference. They are well prepared for life in modern Britain.

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Personal development and wellbeing Strong standard

This is a school where difference is celebrated. Pupils learn about the importance of respecting people's differences and celebrating their own uniqueness. Pupils develop a deep knowledge and understanding of their school values.

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Personal development and wellbeing Strong standard

Pupils learn how to keep themselves safe in and out of school. They learn about positive relationships and keeping healthy. Pupils also have a detailed understanding of keeping safe when using the internet. Leaders ensure that pupils develop strength of character. As a result, pupils have a mature understanding of the world around them and can talk confidently to each other and to visitors. They behave with integrity and take their responsibilities seriously.

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Personal development and wellbeing Strong standard

Leaders ensure the most disadvantaged pupils benefit from the same broad offer as their peers. Leaders rigorously check club attendance, helping more pupils benefit from the school's broad offer. Activities, including educational trips and visits, are purposeful, deliberate and have a clear, positive impact on pupils’ personal development experiences.

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Expected standard

Well-considered activities support pupils' artistic, musical, sporting and cultural development. The school ensures that there are many opportunities for pupils to be leaders. These roles are valued, and pupils take pride in their responsibilities. For example, sports leaders ensure that younger children are well supported at breaktimes to play games and to keep active.

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Achievement Expected standard

Pupils generally achieve well. Attainment in reading and mathematics is often above the national average. Most pupils make secure progress through the curriculum. This includes those from disadvantaged backgrounds, who achieve well by the end of Year 6. Children in the early years also achieve highly and are well prepared for their next stage of learning. Across the school, pupils achieve well in reading and in most aspects of writing and mathematics. However, the handwriting and presentation in books of some pupils needs improvement.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities often make impressive progress from their starting points. This is because staff are quick to identify and meet needs, often offering tailored support for pupils to be successful.

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Achievement Expected standard

Pupils generally recall the curriculum well, and, in some subjects such as art and personal, social and health education, they develop a depth of understanding. However, in some subjects, pupils' knowledge is not as secure as leaders intend. Leaders are developing ways to build in more opportunities for recalling prior learning.

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Curriculum and teaching Expected standard

The curriculum is broad, ambitious and organised so pupils build the knowledge and skills they need over time. Teachers generally have the expertise to teach it well. They explain new ideas clearly. In some subjects, teachers recap prior knowledge to ensure that pupils build a depth of knowledge. Staff adapt teaching when pupils need extra help. As a result, most pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, typically learn the intended curriculum successfully.

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Curriculum and teaching Expected standard

At times, written work does not always match the ambition of the curriculum and sometimes gives a limited picture of what pupils can achieve. Handwriting and presentation in books is not always as expected. Leaders are rightly focusing on improving this area of the school’s work. Recent efforts show an impact for younger pupils.

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Curriculum and teaching Expected standard

Reading, writing and mathematics remain key priorities. Pupils enjoy books and talk confidently about stories. Leaders focus on developing a rich sense of vocabulary and oracy. Staff teach early reading effectively, so most pupils read with age-appropriate fluency.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school’s strengths and areas of development. They hold high expectations for all pupils and ensure that the needs of disadvantaged pupils, those with special educational needs and/or disabilities and those who are known, or previously known, to social care remain central to their work.

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Leadership and governance Expected standard

Governors and trust representatives share the school's vision. They meet their statutory duties effectively and provide an appropriate balance of support and challenge. This ensures that leaders remain focused on improving outcomes and keeping pupils safe. Leaders know the importance of ensuring rigour. They analyse and interpret data effectively. They act quickly to improve outcomes and provide support.

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Leadership and governance Expected standard

Leaders foster a happy working environment. Staff feel well supported and appreciate leaders’ support and attention to workload and wellbeing. All staff feel they have the necessary training to carry out their roles to the best of their ability. The professional learning programme is a clear strength. Leaders have established a coherent, evidence ‑ informed programme that builds staff expertise. They also actively take part in trust networks and local training. Teaching assistants recognise leaders’ commitment to developing their role, while early career teachers receive high ‑ quality training and sufficient time to refine their practice.

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Leadership and governance Expected standard

Parents hold very positive views of the school and value the strong relationships they have with leaders and staff. They recognise leaders’ commitment to pupils’ wellbeing and education, reflecting the school’s inclusive and aspirational ethos.

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

Pupils are proud to belong to Rivermead Primary School. They talk confidently about being part of a welcoming community, where ‘everybody is respected'. Pupils know and understand difference and celebrate this in a school where everyone is welcome. They value the trusting relationships they have with staff and each other. Pupils feel happy and safe. This is because leaders ensure that there is a rich provision of nurture and care that allows pupils to thrive. Parents are effusive about the school and the work it does to nurture and support the pupils.

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

Pupils want to attend because staff make learning memorable and enjoyable. They benefit from learning that is purposeful and interesting. In lessons, pupils take pride in sharing their work and achievements. Pupils demonstrate a commitment to learning and eagerness to succeed. Leaders take swift, effective action to reduce barriers so that pupils with special educational needs and/or disabilities and pupils who are disadvantaged access the same curriculum as their peers. Most pupils progress well through the curriculum, achieve well and are well prepared for their next steps.

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

Pupils learn how to keep themselves safe, including online. Bullying is extremely rare, but if it occurs leaders take swift action so that incidents are not repeated. Pupils know that trusted adults will help them with any worries or concerns. Pupils behave well. They show maturity and integrity through all they do. Older pupils look after the younger pupils well and support them at social times playing games and sport. Relationships across the school are respectful and caring.

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

A wide range of clubs, such as LEGO, young enterprise, eco ambassadors, sports and the creative arts are available. These help pupils to further develop their talents and interests, while educational trips and visits help bring learning to life.

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Next steps

Leaders should continue to further embed consistent handwriting expectations so that pupils develop fluent, legible writing and produce work that reflects leaders' high standards. Leaders should ensure that learning is designed to deepen pupils’ recall of key knowledge across some foundation subjects, enabling them to remember more and make stronger connections within the curriculum over time.

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About this inspection

This school is part of Bellevue Place Education 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), Mark Greatrex, and overseen by a board of trustees, chaired by Claire Delaney.

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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 and other school leaders and staff. Inspectors also spoke with the CEO, chair of the board of trustees and local governors. Inspectors spoke to pupils throughout 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

The school makes use of one registered alternative provision.

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Lead inspector:

Simon Woodbridge, His Majesty's Inspector

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Team inspectors:

Clare Vallence, Ofsted Inspector Fiona Henderson, Ofsted Inspector Lea Hannam, 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.

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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

2024/25 (revised) 70% 62% Close to average

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average

2023/24 (final) 66% 61% 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

2023/24 (final) 78% 74% 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) 76% 72% Close to average

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average

2023/24 (final) 72% 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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average

2024/25 (revised) 55% 63% 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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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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national average

2024/25 (2 term) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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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) 12.5% 13.3% Close to average

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national average

2023/24 (3 term) 12.9% 14.6% 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

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Urgent improvement

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Urgent improvement

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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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