Rayne Primary and Nursery School

Rayne Primary and Nursery School

Address: Capel Road, Rayne, Braintree, CM77 6BZ Unique reference number (URN): 145407

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

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

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders and staff have a clear understanding of pupils' attendance. Attendance is broadly in line with the national average and has improved over time. Leaders track attendance closely and act quickly where concerns arise. For example, they identify pupils with low attendance and work effectively with families through meetings and home visits and by involving external services. Leaders also use flexible approaches, such as reduced timetables or gradual returns, to help pupils who find attending school difficult. These approaches support individual pupils to improve their attendance. There is a shared understanding across the school community of the importance of regular attendance. This helps pupils and families understand why attending school every day matters.

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Attendance and behaviour Expected standard

Leaders set clear expectations for behaviour that most pupils understand. Pupils are polite and friendly, and relationships with staff are positive. Most pupils behave well in lessons and follow routines. Where needed, teachers use approaches such as early entry to the classroom, additional adult support or the nurture provision to help pupils manage their behaviour. Pupils say they feel safe here and that adults deal with bullying when it happens. However, behaviour is not consistent across all times of the day. At times, low-level disruption in lessons and at playtimes is not addressed as quickly as it should be.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching. They have redesigned the curriculum so that pupils now learn in single year groups, with clear plans that set out what pupils should learn over time. In most subjects, learning is organised so pupils build on what they have already learned. Teachers use similar approaches across the school, such as showing examples and encouraging pupils to talk about their ideas.

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Curriculum and teaching Expected standard

Leaders give priority to essential skills, especially reading. Children who are learning to read are taught phonics effectively in small groups. Adults check what pupils know and provide extra help when needed. This helps pupils practise the different letter sounds and use them when reading.

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Curriculum and teaching Expected standard

Teachers often explain new learning clearly. For example, pupils use practical equipment in mathematics and talk through their thinking. In early years, daily activities that develop hand strength and control prepare children for writing.

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Curriculum and teaching Expected standard

Teachers consider pupils’ different starting points and provide support so pupils can take part in learning. However, this is not consistent across all classes. At times, teachers do not routinely check pupils’ understanding or adjust learning during lessons. This means some pupils are not moved on quickly enough, while others do not get help at the right time. As a result, pupils do not build their knowledge as securely as they might.

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Early years Expected standard

Leaders ensure that early years provides children with a secure start to school. They understand the provision and continue to make improvements. The curriculum sets out what children should learn and is organised so learning builds from children’s various starting points.

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Early years Expected standard

Staff get to know children well and use this knowledge to provide activities that support their development. There is a focus on helping children develop their communication skills. Staff model language and introduce new words during play and group activities. This helps children to express their ideas and take part in conversations.

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Early years Expected standard

Children settle quickly into routines and feel safe. Staff provide support for children who need extra help to adjust to school, including those who join at different points. This helps children to feel confident and ready to learn.

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Early years Expected standard

Children take part in a range of activities across the indoor and outdoor areas. These support their physical development and curiosity. In the Reception Year, children begin to read using phonics and practise their early writing skills.

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Early years Expected standard

However, this is not consistent for all children. At times, activities do not build closely enough on what children already know or can do. This means some children do not develop their skills and understanding as securely as they could.

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Inclusion Expected standard

Leaders create an inclusive environment where pupils and their families are well known. Staff understand pupils’ individual circumstances and respond carefully when support is needed. Pupils who join partway through the year, or who have previously found school difficult, are supported through flexible routines and small, planned steps back into learning. For example, some pupils begin with shorter days or spend time in a smaller, supported setting before moving into their class. This helps them settle and feel part of the school.

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Inclusion Expected standard

Pupils with additional needs usually learn alongside their classmates. Staff adapt activities, use practical resources and provide extra help where needed. Some pupils receive support to develop communication skills or daily routines. This helps them take part in lessons and wider school life.

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Inclusion Expected standard

Staff work closely with families and outside services to support pupils whose circumstances may affect their learning or wellbeing. They use strategies such as daily check-ins, flexible start times and gradual increases to time in school. This helps pupils attend more regularly and take part in lessons.

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Inclusion Expected standard

Leaders use additional funding to provide pastoral support, small-group work and wider opportunities. This helps many disadvantaged pupils feel included and take part fully in school life.

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Leadership and governance Expected standard

Leaders understand the school’s context, strengths and areas for development. They use this understanding to plan improvements and take action across the school. For example, subject leaders have designed the curriculum so that it sets out what pupils should learn and how learning builds over time. Leaders recognise that this is not yet implemented consistently and are continuing to strengthen teaching so that pupils build their knowledge more securely.

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Leadership and governance Expected standard

Leaders ensure that pupils can take part in learning and wider school life. They have developed a range of support, including pastoral provision and flexible approaches, to help pupils who face challenges. Leaders are aware that while this support helps pupils to take part, it is not always applied consistently in lessons. As a result, some pupils do not develop their knowledge as well as they could over time.

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Leadership and governance Expected standard

Leaders provide support and training for staff. Subject leaders work with colleagues to develop their subject knowledge and share approaches to teaching. Staff value this guidance and say it helps them improve their practice. Leaders also consider staff workload and take steps to make it manageable.

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Leadership and governance Expected standard

Governors and trustees know the school well. They use information about pupils’ outcomes and the quality of education to support and challenge leaders. For example, they ask appropriate questions about variations in pupils’ achievement and the impact of actions to improve teaching. This helps leaders to remain focused on improving consistency so that pupils build their knowledge more securely over time.

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Personal development and wellbeing Expected standard

Leaders have developed a programme for personal development that supports pupils beyond their academic learning. Through lessons, assemblies and daily interactions, pupils learn to understand themselves and others. They develop a clear sense of right and wrong, alongside values such as fairness and respect. This helps pupils build positive relationships and contributes to a calm and inclusive school environment.

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Personal development and wellbeing Expected standard

Pupils learn how to stay safe and manage risks in their daily lives. They understand how to keep themselves safe online and what to do if something concerns them. Pupils speak confidently about who they can go to for help. There is a suitable relationships education programme. This supports pupils to make sensible decisions and feel secure both in and out of school.

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Personal development and wellbeing Expected standard

A range of wider opportunities brings this learning to life. For example, visits to local places of interest, including art galleries, help pupils experience creativity and culture beyond the classroom. Pupils also take part in events in the local community. For instance, they host the annual parish council meeting in Rayne, which helps school councillors understand how decisions are made and how they can contribute. Opportunities in sport and creative activities allow pupils to develop their interests. Through the pupil forum, pupils work with others from across the trust to share their views and contribute to decisions. These experiences help pupils grow in confidence and understand how they can make a positive contribution.

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Needs attention

Pupils show respect for people who are different from themselves. They understand the importance of treating others fairly. However, some pupils are less secure in their knowledge of different religions. Leaders recognise this and are strengthening the curriculum so pupils gain a deeper understanding over time.

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Needs attention

Pupils benefit from effective pastoral support. They trust adults and are confident to ask for help. Leaders ensure that all pupils can take part in wider opportunities so that everyone feels included.

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Achievement Needs attention

Most pupils learn to read using phonics and apply this when reading books that match their ability. Across the school, pupils study a broad range of subjects and many gain the key knowledge in reading, writing, mathematics and the wider curriculum.

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Achievement Needs attention

However, pupils’ achievement is not consistent. Published outcomes show variation over time, including a decline in some areas. While many pupils reach the expected standard, a significant minority have important gaps in their knowledge. These gaps are most evident in reading, writing and mathematics, and they also affect how well pupils learn in other subjects.

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Achievement Needs attention

Some pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, make progress from their starting points. However, this is not consistent across the school and in different subjects. This means pupils do not always achieve as well as they could. Consequently, some pupils are not as well prepared as they could be for the next stage of their education.

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

Pupils belong to an inclusive, ambitious and open-minded community. They understand these values and apply them in their daily lives. For example, pupils explain that being inclusive means everyone is welcome and helped to join in. They show this in the way they play and learn together. Relationships with staff are positive. This helps pupils feel known, valued and ready to take part in school life.

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

Pupils feel safe here. They say there are staff they can talk with if they are worried, and they trust staff to help them. This means pupils feel confident that concerns will be taken seriously. Pupils arrive calmly, settle quickly and are ready to learn. This supports positive attitudes to learning.

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

Pupils enjoy a range of experiences beyond lessons. They speak enthusiastically about opportunities such as the reading café, where pupils read with their families while staff support parents to help their child read at home. Pupils also value the ‘Thrive’ provision. This supports those who may feel anxious, find it harder to manage their emotions or need extra help to engage in learning. It helps them feel calm and ready to learn.

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

Pupils usually enjoy their learning. They listen carefully, join in discussions and are keen to do well. This helps them stay focused and make progress. Younger children build language and social skills that support their future learning. Older pupils explain their ideas with increasing confidence. However, sometimes, learning is not well matched to what pupils already know. Some find work too easy, while others need extra help. This means pupils do not always build knowledge securely and achieve as well as they could.

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

Pupils’ behaviour is typically positive, with rare instances of bullying dealt with effectively. Most behave well, supporting a calm environment for learning. When expectations are not applied consistently, some pupils can lose focus. The school works closely with families to support regular attendance.

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Next steps

Leaders should improve the consistency of teaching so that all staff check pupils’ understanding and adapt learning effectively, ensuring all pupils are ready for the next stage of education. Leaders should improve pupils’ achievement by addressing the important gaps in learning across reading, writing, mathematics and the wider curriculum so all pupils are well prepared for the next stage. Leaders should further develop consistent approaches to behaviour so that staff apply expectations consistently in lessons and at playtimes.

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About this inspection

This school is part of The Attain Academy Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Susannah Edom-Baker, and overseen by a board of trustees, chaired by Matt Savage.

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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, deputy headteacher, other school leaders and staff, the CEO of the trust, trustees, local governors, a governance professional, pupils, parents and carers during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Mike Wade, Ofsted Inspector Vicki Webber, 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. The school also, under the same registration, runs nursery provision for 3- to 4-year-old children.

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What does this mean?

Head of School : Debra Price 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) 56% 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) 77% 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 (final) 70% 72% Close to average

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average

2022/23 (final) 72% 71% 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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average

2024/25 (final) 74% 74% Close to average

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average

2022/23 (final) 77% 73% Close to average

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Disadvantaged pupils' performance

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

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

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Disadvantaged pupils' performance gap

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

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

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Overall absence

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

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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