Ranikhet Academy

Ranikhet Academy

Address: Spey Road, Tilehurst, Reading, Berkshire, RG30 4ED Unique reference number (URN): 142072

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

Curriculum and teaching Expected standard

Leaders have a comprehensive understanding of the quality of curriculum and teaching. They have accurately targeted staff development with a focus on quality teaching and high expectations for all. Leaders ensure that, despite recent staffing changes, the school's agreed approach to teaching is implemented well. They have developed an ambitious curriculum that is sequenced logically. Subjects are suitable and well-designed for each subject and year group, mapped to clear end points. This helps pupils to typically build on what they already know.

p.2

Curriculum and teaching Expected standard

Staff teach the curriculum generally well. Pupils learn to read through an effective phonics programme. Staff introduce new sounds accurately and use skilful questioning to provide additional support for pupils who need this. Staff enable pupils to build their understanding of new words. Pupils have the opportunity to revisit their learning, for example when orally rehearsing key writing knowledge and skills. Staff use well-considered strategies, including adaptations, individual support and small group sessions. However, some activities in lessons are not consistently matched to pupils' individual needs. At times, this means that some pupils struggle to learn as well as they should across the curriculum.

p.2

Early years Expected standard

Children make a successful start to their early education. Many children arrive at the school with significant barriers to their learning. Leaders have an accurate understanding of children’s starting points, which enables staff to design an appropriate curriculum. Staff check children's progress through the curriculum carefully. They ensure that any gaps in children's knowledge are addressed quickly, for example in early reading and mathematics. By the end of Reception Year, children achieve well and are well prepared for their learning in Year 1.

p.2

Early years Expected standard

Staff have developed clear, consistently applied routines that support children to settle quickly. Children develop their independence and engage in purposeful learning. Adults provide children with high-quality interactions, such as by narrating children's play, using effective questioning and introducing new words. This helps children to successfully develop their communication and language skills. Reading is prioritised. Staff deliver the phonics programme well. This helps children to develop a love of reading and learn to read with accuracy.

p.2

Early years Expected standard

Staff identify children with special educational needs and/or disabilities quickly. Where needed, additional support is put in place to help children who need help to keep up with their peers. Staff ensure that children are well cared for. Children learn about their emotions and wellbeing. This helps children to be enjoy their learning and play well together.

p.2

Inclusion Expected standard

Leaders identify pupils’ additional needs quickly and accurately, including any emerging or changing needs from the beginning of children's time in the early years. Leaders have high expectations for all pupils. They craft support that is matched to pupils’ needs, such as using resources effectively to support pupils who speak English as an additional language. Leaders have a detailed understanding of pupils' vulnerabilities, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders share information readily and develop staff's knowledge and expertise to ensure that support for pupils is broadly effective.

p.2

Inclusion Expected standard

Leaders use additional funding effectively to address gaps in pupils' knowledge and reduce barriers to learning and wellbeing for vulnerable pupils. This includes careful analysis of the school’s wider offer and experiences for disadvantaged pupils. Extra-curricular activities, such as cooking club, help to develop important life skills. Leaders have detailed understanding of children known or previously known to social care. They work closely with specialist advisors, where appropriate, to support pupils well. Leaders make appropriate and effective use of alternative provisions that are matched to pupils' needs. This helps some of the most vulnerable pupils to thrive.

p.3

Leadership and governance Expected standard

Leaders and the trust have a clear and ambitious vision for pupils. They understand the school’s strengths and areas for development well. Leaders have focused staff's professional learning to address historic weaknesses in curriculum and teaching. Leaders have accurately prioritised improving pupils’ behaviour and attitudes to learning, as well as improving pupils’ achievement in reading, writing and mathematics by the end of key stage 2. Leaders and governors prioritise their actions to improve the school based on pupils’ best interests, particularly for those who are disadvantaged or vulnerable. Leaders demonstrate high standards of professional conduct.

p.3

Leadership and governance Expected standard

Local governors work with the trust to review the school’s progress systematically. They fully understand their roles and responsibilities. They understand the school’s context and hold leaders to account fairly. Staff value the training and support from leaders and experts within the academy trust. Leaders work together to continuously review and strengthen practice. Staff feel that they are supported well with their workload and wellbeing.

p.3

Leadership and governance Expected standard

Leaders engage with the local community, and with parents and carers, positively. For example, school open events provide parents with an insight into how their children learn and the progress that they are making. Parents are generally supportive of the school. They appreciate the help given to them by the school and the trust. Parents commented that their children are happy at the school. They appreciate how kind and caring staff are, and how they resolve any issues quickly.

p.3

Personal development and wellbeing Expected standard

Leaders have purposefully designed the personal development programme to enable pupils to be 'the best versions of themselves'. Pupils learn the school's school's values and how these connect with their life in school and beyond. For example, they understand that working together can make tasks easier. Pupils develop their knowledge about how to maintain their physical and emotional health, including healthy eating and an understanding of how to stay safe when online. They have an age-appropriate knowledge of fundamental British values and the differences that exist between themselves and others. Pupils are

p.3

Needs attention

generally reflective about different beliefs, including faiths, feelings and values. Nonetheless, they do not develop a deep understanding of how these important matters connect with their wider life experiences.

p.4

Needs attention

Leaders provide pupils with an extensive offer to enrich their learning of the curriculum. They provider wider opportunities and ensure that all pupils take part. Pupils’ talents and interests are developed thoughtfully. For example, sports specialists help pupils to develop their physical skills and act as positive role models. Pupils learn about water safety and survival skills during swimming lessons. After-school clubs include physical and creative arts, such as origami and crochet. Pupils value the range of opportunities that the school provides. For example, they particularly enjoy their learning during school assemblies. Pupils relish the roles and responsibilities that they have in school. For example, some pupils read with their younger peers.

p.4

Needs attention

Wellbeing support is carefully matched to pupils’ individual needs. This includes through the use of specially trained staff who work with pupils, parents and carers directly. Leaders also make use of external agencies, such as a mental-health support team. A ‘worry warriors’ group helps some older pupils to reduce any anxieties in preparedness for their eventual move onto secondary school.

p.4

Achievement Needs attention

Over time, pupils do not achieve as well as they should. Leaders know where improvements need to be made, and they have acted swiftly to address a legacy of previous underperformance. This includes work to improve the attainment of pupils who are disadvantaged. However, their actions have not led to swift enough improvements in pupils' achievement. Pupils' attainment in national tests is generally below national averages and has not improved as quickly as it should.

p.4

Achievement Needs attention

Across the curriculum and in some year groups, work in books demonstrates that many pupils are developing the appropriate knowledge and skills that they need. Many pupils read widely, often with ambitious texts and with opportunities to respond to questions appropriately. Many disadvantaged pupils, and pupils with special educational needs and/or disabilities, progress well from their starting points. However, too many pupils are not fully prepared for their next steps in education.

p.4

Attendance and behaviour Needs attention

Too many pupils do not attend school as often as they should. While leaders have prioritised attendance, their actions have not led to swift enough improvements. Leaders have an appropriate strategy and carefully check pupils' levels of attendance, focusing on pupils who need additional support. Staff use praise and celebrations to develop a culture where attendance is valued in the local community. This is having a positive impact. Assemblies and rewards, as well as targeted help for families, ensures that improving attendance is a focus for the school. The school fosters a ‘ready, respectful, safe’ approach to supporting pupils' behaviour and attitudes. This, with the school's ‘100% team’ initiative, creates a clear, shared vision for the school. Generally, pupils behave well. However, although leaders’ actions are appropriate, staff do not apply the school's behaviour policy consistently. This results in some pupils

p.4

Attendance and behaviour Needs attention

being unclear about what is expected from them during lessons. Some pupils' attitudes to learning are not as positive as they should be. Bullying is taken seriously. Staff address any issues or incidents swiftly and effectively. There is a focus on building positive relationships across the school. Staff greet pupils positively at the start of each day. Where needed, reasonable adjustments to behaviour strategies are effective, including for pupils with special educational needs and/or disabilities.

p.5

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

Pupils feel safe and happy. They have positive relationships with their peers and staff. Pupils know who they can turn to if they have any worries. Pupils enjoy the school's ambitious curriculum. They talk enthusiastically about their learning and wider experiences that enrich this, such as crochet, football and singing. Most pupils know the school’s values well and celebrate them regularly. For example, they understand the importance of teamwork and kindness.

p.5

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

Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly. Staff help pupils access learning successfully and work with external specialists to remove barriers faced by disadvantaged pupils, those with SEND and those known to social care. Children in the early years make a positive start. They play well together and thrive through a well-designed curriculum. Pupils enjoy their lessons and sustain their focus and attention on learning. Throughout the school, pupils increasingly learn the curriculum well and build appropriate knowledge and skills. However, at times, the curriculum is not adapted for pupils' learning as effectively as it should be. Some pupils do not build secure knowledge and skills across the curriculum. This means that they are not as secure in reading, writing and mathematics as they should be by the end of key stage 2.

p.5

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

Pupils understand the importance of attending school. While pupils' attendance is improving, too many pupils do not attend school as regularly as they should. Generally, pupils behave well. They typically understand staff's high expectations for their conduct. Bullying is uncommon. If any issues arise, staff deal with these quickly and effectively. However, staff do not implement the school's behaviour policy consistently well. This means that some pupils disrupt the learning of others and do not have positive attitudes towards their own learning.

p.5

Next steps

Leaders should ensure that their attendance strategy improves pupils' rates of attendance. Leaders should ensure that staff implement the behaviour policy consistently well, so that all pupils develop positive attitudes to their learning.

p.5

Team inspectors:

Charlotte Wilson, Ofsted Inspector Alister Moses, Ofsted Inspector

p.6

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.6

School and pupil context

Leaders should ensure that they further strengthen teaching, including adapt learning activities precisely for pupils who need additional support so that pupils make secure progress across the curriculum and attain well by the end of key stage 2. Leaders should ensure that pupils develop a deeper knowledge of the content of the personal development programme, to better prepare them for life in modern Britain.

p.6

About this inspection

This school is part of REACH2 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, Cathie Paine, and overseen by a board of trustees, chaired by Gavin Robert.

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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

p.6

About this inspection

Inspectors spoke with the current and recently appointed headteacher, previous executive headteacher and other school leaders. They also spoke with the chairs of the local governing body and the trust.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently makes use of 3 unregistered alternative provisions.

p.6

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.7

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. National average: 3.5%

p.7

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.8

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.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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

average

2023/24 (final) 77% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

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 (final) 47% 47% Close to average

p.10

average

2023/24 (final) 39% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (final) 53% 63% Close to average

p.10

national average

2023/24 (final) 61% 62% Close to average

p.11

national average

2022/23 (final) 50% 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

average

2024/25 (final) 60% 59% Close to average

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 (final) 53% 61% Close to average

p.11

average

2023/24 (final) 56% 59% Close to average

p.11

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.11

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.12

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.13

Persistent absence

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

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.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.14

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 . 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.14

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