Ravensbury Community School

Ravensbury Community School

Address: Tartan Street, Clayton, Manchester, M11 4EG Unique reference number (URN): 105449

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

This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

p.2

Attendance and behaviour Needs attention

Some pupils face complex personal circumstances that negatively affect their attendance. While leaders respond appropriately, with proportionate and carefully considered actions, these challenges persist for a small number of pupils. Where adaptations are necessary, including reduced timetables, leaders act in pupils’ best interests. Attendance overall is consistently in line with national averages, including for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Leaders know families and their community well and have established effective systems to promote and sustain regular attendance. Their work with external agencies is purposeful and timely.

p.2

Attendance and behaviour Needs attention

In classrooms, pupils’ behaviour is not consistently positive. When teaching is less engaging, pupils’ attitudes to learning and conduct decline, which can lead to disruption. For pupils with SEND, staff make appropriate adjustments to behaviour support. Trained adults and well-designed spaces help these pupils to regulate their emotions so they can usually re-engage with learning effectively. Although staff make appropriate adjustments for pupils with SEND, pupils’ ability to re-engage with learning depends on the effectiveness of teaching. Most pupils behave calmly and are polite and well mannered. Pupils show respect towards one another and visitors in the school. Pupils and parents and carers speak positively about the recent improvements in behaviour.

p.2

Early years Needs attention

The newly introduced curriculum in the early years is at an early stage of implementation. As a result, leaders do not have a complete picture and understanding of the overall impact of their actions.

p.2

Early years Needs attention

Nevertheless, leaders have introduced a more connected and ambitious approach to children’s learning than previously. Staff receive training that supports their understanding of leaders’ curriculum intentions. Classroom interactions are purposeful and support the development of children’s vocabulary. The focus on clear routines and structures means that children typically focus on their learning. Staff address incorrect letter formation and encourage children to apply their phonics knowledge when reading and writing. This supports children to develop the knowledge and skills needed to be ready for Year 1.

p.2

Early years Needs attention

Children learn how to play well together, take turns and develop their independence. Most manage their own needs well. Children with special educational needs and/or disabilities receive appropriate support, which enables them to join in with their friends. Children benefit from warm, positive relationships with staff. As a result, children feel welcome and safe in school. They are happy and well cared for. Parents and carers receive helpful updates about their children’s experiences. This equips them to help with learning at home. These effective partnerships provide a positive foundation for reinforcing children’s development.

p.2

Inclusion Needs attention

Variability in classroom teaching and task design limit pupils’ ability to access the curriculum successfully. Teachers do not adapt learning well enough to meet pupils’ needs. As a result, too many pupils struggle to engage with learning. This has a negative impact on some pupils with special educational needs and/or disabilities (SEND) and others who face additional barriers to learning.

p.3

Inclusion Needs attention

Teaching in the school’s learning hubs is precise and meets the complex needs of pupils with SEND. Leaders are committed to supporting pupils’ learning, including that of disadvantaged pupils. They have identified appropriate priorities to improve outcomes for these pupils. Leaders know their pupils well and understand the different challenges and barriers they face. Effective systems are in place to identify learning and wellbeing needs, and detailed learning plans set out the provision pupils should receive. In the early years, adults provide support that is closely matched to children’s needs. This enables children to develop confidence and achieve success in their learning.

p.3

Inclusion Needs attention

Alternative provision is used appropriately for pupils who need it. Leaders carry out suitable checks to ensure that pupils are kept safe and that the provision supports pupils’ curriculum access and progress.

p.3

Leadership and governance Needs attention

Governors have overseen a school in which the quality of education has declined. Until recently, they did not provide sufficient challenge or strategic oversight to prevent this decline. As a result, governors’ understanding of the school’s performance was not sharp enough.

p.3

Leadership and governance Needs attention

The governing body has increased its capacity to hold leaders to account. It has restructured its way of working. This helps governors to gain clearer oversight of the school’s performance.

p.3

Leadership and governance Needs attention

Leaders share a clear vision for the improvements the school urgently needs. They demonstrate an accurate understanding of the school’s weaknesses and take swift, targeted action to address them. This is evident in the improving provision in early years and the successful establishment of specialist provision for pupils with the most complex needs. These developments show the capacity of current leaders to bring about necessary change.

p.3

Leadership and governance Needs attention

Leaders prioritise staff wellbeing. They provide appropriate support so that staff feel listened to and well guided through periods of change. Parents and carers and pupils recognise the positive difference leaders make, including improved communication and a more effective start to the school day.

p.3

Urgent improvement

Governors and leaders now work together more effectively than before to drive the improvements the school requires.

p.4

Personal development and wellbeing Needs attention

Leaders have recently introduced a revised programme to promote pupils’ wider development and wellbeing. However, this work is at an early stage and has not had sufficient impact. Leaders have begun to track attendance at extra ‑ curricular activities, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. This has not led to improved access to sporting and enrichment clubs for these pupils.

p.4

Personal development and wellbeing Needs attention

The range of opportunities for pupils to develop leadership skills and contribute to the wider community is limited. While some pupils take on roles such as school councillors, these opportunities are too narrow. Pupils learn about fundamental British values and show respect for the differences that exist between people in a diverse society. Beyond this, their understanding of other values and the protected characteristics is limited. This affects pupils’ wider development and their readiness for life in modern Britain.

p.4

Personal development and wellbeing Needs attention

Pupils follow an appropriate personal, social, health and economic education curriculum. They develop a suitable understanding of how to keep themselves healthy, both physically and mentally. Pupils learn about risks in the community, such as knife crime and drugs misuse. They understand how to stay safe online, including understanding the dangers of sharing personal information.

p.4

Personal development and wellbeing Needs attention

Leaders’ work to support pupils’ wellbeing is effective. Pupils benefit from the advice and support of a well-established pastoral team. The team knows the pupils and their families well. Staff use a range of supportive approaches, including drama and art therapy, which help to break down barriers to communication and support pupils to feel safe.

p.4

Personal development and wellbeing Needs attention

There are some opportunities for pupils to find out about the wider world and enhance their learning. For example, pupils in Year 6 take part in a residential visit, and pupils recall educational visits such as to Quarry Bank Mill when learning about the Victorians.

p.4

Achievement Urgent improvement

Too many pupils are not sufficiently prepared for the next stage of their education. This is reflected in national test outcomes, which remain below national averages. Pupils do not secure essential knowledge in reading, writing and mathematics. Handwriting is often weak, and pupils’ presentation lacks care. In mathematics, pupils do not have the core number knowledge they need to access the curriculum. For example, many pupils have not secured the necessary times tables knowledge to solve age-appropriate mathematical problems.

p.4

Achievement Urgent improvement

Weak teaching and a previously ineffective curriculum have left significant gaps in pupils’ knowledge across the school. As a result, pupils do not have the essential knowledge that they need to be ready for their next steps. Pupils' lack of essential knowledge means that they are not equipped to access and achieve well in other subjects in the wider curriculum.

p.4

Achievement Urgent improvement

There are emerging strengths. Pupils learn phonics well, and outcomes in the Year 1 phonics screening check are more positive than previously.

p.5

Curriculum and teaching Urgent improvement

Staff do not consistently use the strategies and approaches needed to secure high-quality teaching. As a result, expectations of what pupils can achieve vary and do not align with leaders’ ambitions. Teaching lacks consistency, and staff often set expectations of pupils that are too low. Teachers do not use checks on pupils’ learning effectively to shape their teaching. For example, they do not identify or address gaps in pupils’ knowledge of spelling, vocabulary and grammar quickly enough. Teachers also miss opportunities to address misconceptions. Consequently, pupils are given work that is either too demanding or not sufficiently ambitious. Too often, the work that teachers set does not meet pupils’ learning needs.

p.5

Curriculum and teaching Urgent improvement

Beyond the learning hubs, pupils with special educational needs and/or disabilities are not supported effectively. In the main, staff do not understand pupils’ needs and do not provide effective adaptations to help them to access the curriculum.

p.5

Curriculum and teaching Urgent improvement

Leaders have an accurate understanding of the quality of education across the school. They have recently brought in a curriculum that is sequenced well, contains the essential knowledge that pupils should learn and is ambitious. However, it is too early to see the impact of this.

p.5

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

Pupils’ experiences at Ravensbury Community School vary widely. Pupils do not achieve well because the curriculum is not taught well. Gaps in learning are not routinely addressed. Pupils do not grasp the reading, writing and number skills that they need for future learning. Pupils, including those with special educational needs and/or disabilities, do not receive the support that they need to learn well. Across the school, pupils do not have the necessary skills and knowledge to fully access the wider curriculum. Consequently, they also underachieve in other subjects. Pupils are not as prepared for their next steps as they should be.

p.5

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

Recently, the school has begun to change for the better. Leaders have an accurate understanding of the school’s weaknesses. They have started to address the aspects of the school that require significant improvement. The school has a new curriculum in place. Teachers receive training to help them to deliver the curriculum. However, much of this work remains in its infancy.

p.5

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

Clear routines at the start of the day help to ensure a calm start to school. Pupils are supported by the positive relationships that they have with staff, who help them to deal with any issues. Bullying is rare. Pupils feel safe in school. They know how to stay safe in their community and also when working online. Pupils attend well and families value the support that the pastoral team provides. Pupils are respectful to each other. They recognise differences between people and celebrate them.

p.5

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

In the early years, a new, ambitious curriculum supports children well in their learning. Staff focus on developing children’s communication and language skills. Children are well cared for and happy in their learning. Some pupils with varied needs benefit from personalised provision. Focused teaching in the school's newly established learning hubs helps these pupils to learn.

p.6

Next steps

Leaders must ensure that staff consistently use effective teaching strategies across the curriculum so that all groups of pupils, including those in early years, achieve well and secure essential knowledge in reading, writing and mathematics. Leaders must improve the use of assessment so that staff identify gaps and misconceptions promptly and use this information to match work closely to pupils’ needs. Leaders should embed the new wider development programme, with a focus on expanding leadership opportunities, improving pupils’ understanding of protected characteristics and increasing participation in enrichment activities, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. Governors must improve their strategic oversight of the school through robust monitoring so they can evaluate the impact of leaders' actions accurately and drive sustained improvement.

p.6

Next steps

Leaders should continue their work to further reduce persistent absence.

p.6

About this inspection

The chair of the board of governors in this school is Adam Woof.

p.6

About this inspection

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

p.6

About this inspection

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

p.6

About this inspection

Inspectors spoke with the headteacher and other school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. The lead inspector also spoke with a representative of the local authority.

p.6

About this inspection

In accordance with section 44(2) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

p.6

About this inspection

Inspectors confirmed the following information about the school:

p.6

Team inspectors:

Angela Sweeting, Ofsted Inspector Kevin Simpson, Ofsted Inspector Andrew Marlow, Ofsted Inspector

p.7

Facts and figures used on inspection

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

p.7

What does this mean?

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

p.7

What does this mean?

The school makes use of one registered alternative provision.

p.7

What does this mean?

The school has undergone a significant change since the last inspection: a new headteacher was appointed in September 2025.

p.7

What does this mean?

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

p.7

What does this mean?

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

p.8

What does this mean?

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

p.8

What does this mean?

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

p.8

What does this mean?

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

p.9

What does this mean?

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

p.9

Pupils reaching the expected standard in reading, writing and mathematics

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

p.9

average

2023/24 (final) 55% 61% Close to average

p.9

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.10

average

2023/24 (final) 66% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 72% 73% Close to average

p.10

Disadvantaged pupils' performance

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

p.10

mathematics

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

p.10

average

2024/25 (final) 41% 47% Close to average

p.11

average

2023/24 (final) 44% 46% Close to average

p.11

average

2022/23 (final) 40% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (final) 56% 63% Close to average

p.11

average

2023/24 (final) 52% 62% Close to average

p.11

average

2022/23 (final) 57% 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

2023/24 (final) 48% 58% Close to average

p.11

average

2022/23 (final) 57% 58% 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.12

average

2024/25 (final) 56% 61% Close to average

p.12

average

2023/24 (final) 63% 59% Close to average

p.12

average

2022/23 (final) 48% 59% Close to average

p.12

Disadvantaged pupils' performance gap

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

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

Overall absence

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

p.14

national average

2024/25 (3 term) 5.0% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.1% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.8% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2024/25 (3 term) 14.4% 13.0% Close to average

p.14

national average

2023/24 (3 term) 13.9% 14.6% Close to average

p.14

national average

2022/23 (3 term) 15.8% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

Expected standard

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

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15