Nine Mile Ride Primary School

Nine Mile Ride Primary School

Address: 430 Finchampstead Road, Finchampstead, Wokingham, Berkshire, RG40 3RB Unique reference number (URN): 145281

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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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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities, and disadvantaged pupils, achieve very well across all subjects. In recent years, by the end of Year 6, pupil outcomes have been well above national figures in reading, writing and mathematics. The proportion of pupils reaching the higher standard in these subjects has also been consistently above national averages. Pupils’ achievement in the Year 4 national times tables check and Year 1 phonics screening is also higher than that of other pupils nationally. Disadvantaged pupils achieve higher than disadvantaged pupils nationally by the end of Year 6.

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Achievement Strong standard

Leaders ensure that, by the end of early years, children have a secure grounding in all areas of learning. Across the school, and in all subjects, pupils develop the detailed knowledge and skills they need to be well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders place a high priority on attendance. Attendance for all pupils is consistently above the national averages. Persistent absence remains below national figures. Leaders monitor attendance closely. They support pupils and families swiftly if attendance concerns emerge. Leaders have embedded a culture of high attendance throughout the school community. Pupils value their learning and are reluctant to miss school.

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Attendance and behaviour Strong standard

Pupils’ behaviour across the school is of a consistently high standard. Leaders have high expectations for pupils’ conduct. Staff reinforce these expectations consistently. In lessons, pupils focus, engage and are highly motivated. Older pupils set an excellent example for younger pupils. Pupils show care and consideration for one another. Bullying rarely occurs. Leaders and pupils do not tolerate any forms of discrimination. If it were to happen, leaders deal with it quickly and effectively. Behaviour incidents are rare. When they do occur, leaders respond promptly, providing the right support for pupils. The school’s reflection ‘fix-it’ forms help pupils understand the impact of their behaviour. They learn how to make positive choices in the future.

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Attendance and behaviour Strong standard

Staff make the right adaptations for pupils who need specific individual support. This helps them meet behaviour expectations.

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Curriculum and teaching Strong standard

Leaders have implemented an ambitious, well-sequenced curriculum. The curriculum ensures that pupils revisit key concepts and skills. This helps pupils remember over time and build new knowledge incrementally. Leaders at all levels have a sophisticated understanding of the curriculum and the many strengths in teaching in the school. They use their insight to drive further improvements. This ensures that pupils learn knowledge securely. High-quality early years teaching ensures that children master the basic skills of reading, writing and mathematics. This provides pupils with a secure foundation for future learning. Teachers focus on developing pupils’ vocabulary and language across all subjects consistently well. This enables pupils to express themselves with increasing precision over time. Teaching, across all subjects, reflects secure subject knowledge. Teachers use skilled questioning to deepen pupils’ thinking and check understanding. They use assessment

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Curriculum and teaching Strong standard

precisely. Teachers address misconceptions and gaps in pupils’ understanding swiftly.

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Curriculum and teaching Strong standard

Teaching is highly inclusive. Teachers make consistent and effective adaptations across all subjects to ensure that pupils with special educational needs and/or disabilities can access the curriculum. For example, pupils benefit from a wide range of resources, including electronic aids. This helps pupils to engage fully and be successful in their learning.

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Early years Strong standard

Collaborative partnerships with parents, carers and feeder nurseries underpin children’s successful transition into the early years. This ensures that staff can tailor support from the very beginning. Children benefit from warm and nurturing relationships. This helps children to feel safe, valued and ready to learn. Staff teach children social skills successfully. Children can cooperate, share and play well with their friends.

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Early years Strong standard

Leaders have embedded a high-quality curriculum. They have planned precisely the essential knowledge and vocabulary that they want children to learn and remember. Children engage in well-considered activities that build on their interests and extend their learning consistently well. The teaching of phonics is highly effective. Children learn and apply new sounds quickly. They develop a growing love of reading.

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Early years Strong standard

Staff find every opportunity to develop children's language. They model vocabulary deliberately. Staff build on children’s understanding and thinking consistently well. They draw in children who are more reluctant to take part skilfully. Staff address gaps in knowledge quickly and successfully.

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Early years Strong standard

Children, including those with special educational needs and/or disabilities, make excellent progress in establishing the early skills for reading, writing and mathematics. They are fully prepared for Year 1.

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Inclusion Strong standard

Leaders, supported well by the trust, put inclusion at the heart of the school’s work. Everyone who works at the school is highly committed to the success of pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to social care. Staff act swiftly to identify and assess needs. Early intervention is a highly effective feature of the school’s work. This ensures that staff identify any gaps in learning or barriers to progress. They address this immediately.

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Inclusion Strong standard

Leaders ensure that staff receive the right training so that they can provide the most effective adaptations and personalised support. Staff put into place appropriate tailored support in each classroom. The school works in partnership with parents. This has resulted in pupils with SEND learning extremely well in this school. Leaders use pupil premium funding very effectively. As a result, published outcomes show that disadvantaged pupils learn better at this school than disadvantaged pupils do nationally. Pupils’ barriers to learning do not stop achievement at Nine Mile Ride Primary School. High expectations permeate all aspects of the school’s inclusive practice. No pupil is left behind.

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Leadership and governance Strong standard

Leaders and the trust have high aspirations for the school and the community it serves. They are highly committed to removing barriers to learning for all pupils. Leaders always act in pupils' best interests. All staff commit to this vision. As a result, pupils flourish, including the most vulnerable.

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Leadership and governance Strong standard

Leaders at all levels have a secure and perceptive understanding of the school's strengths and areas for development. This has led to consistently high standards across all aspects of the school’s work.

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Leadership and governance Strong standard

Leaders ensure that staff benefit from a very well-considered professional development programme that they align with school priorities closely. Staff at all stages of their careers benefit from this, including those new to the profession. This has resulted in a skilled teaching team that delivers the curriculum for all pupils consistently well. Staff appreciate this commitment to developing their professional expertise. They are proud to work at the school. They feel valued by the school's leadership team. Leaders consider staff workload and wellbeing carefully. This has contributed to high staff morale.

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Leadership and governance Strong standard

The trust provides the school with expert support and robust challenge. Trustees, ably supported by the governance professional, understand their statutory duties precisely. They understand the school’s context and priorities thoroughly.

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Leadership and governance Strong standard

Parents and carers are very positive about the school. They value how their children thrive in all they do at Nine Mile Ride Primary School.

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Personal development and wellbeing Strong standard

Leaders have designed a well-thought-out programme for personal development that meets the needs of all pupils. Teachers use thoughtful adaptations that ensure that pupils with special educational needs and/or disabilities, and disadvantaged pupils, access this learning well. As a result, all pupils develop detailed and secure knowledge. They know how to keep themselves safe, maintain healthy lifestyles and contribute positively to society.

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Personal development and wellbeing Strong standard

The relationships and sex education programme equips pupils with age-appropriate knowledge about how their bodies change. As a result, pupils understand how to manage these changes as they grow older. Pupils learn about healthy relationships. For example, when playing tag, older pupils agree where it is appropriate to touch others. This helps everyone feel safe and respected.

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Personal development and wellbeing Strong standard

Pupils have a deep understanding of equality and protected characteristics. They recognise that some of their friends may require different levels of support to achieve equal outcomes. Pupils show great respect for individual identity. They understand fundamental British values well in an age-appropriate way. Pupils learn about a range of cultures and religions. A recent visit to a local gurdwara enabled Year 5 pupils to deepen their understanding of Sikh beliefs and practices. These experiences help pupils develop a respect for the diversity of modern Britain.

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Personal development and wellbeing Strong standard

There is a wide range of clubs for pupils to choose from. These clubs develop pupils' talents and interests well, such as cheerleading, basketball and sewing. Pupils at the outdoor learning club have learned to use hammers and saws safely. They have successfully built a pirate ship from pallets for younger children to enjoy.

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Personal development and wellbeing Strong standard

The school provides high-quality pastoral support. This contributes well to a caring environment where pupils’ wellbeing and mental health are central to the school’s ethos.

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

Pupils love coming to this school. They run through the gate each morning, eager to embrace all the school has to offer with boundless enthusiasm. Attendance for all pupils is significantly above the national average.

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

Pupils’ behaviour is exemplary. Pupils are happy and polite. Relationships between pupils are warm and respectful. Pupils show great care and consideration for one another. This contributes to a strong sense of community. Pupils say that bullying rarely happens. They know that adults will deal with any unkindness if it were to occur. Pupils feel safe in school. A zest for learning permeates throughout the school. Pupils are curious and ask great questions about their learning. They work hard in lessons. Pupils’ work is consistently of a high quality.

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

Pupils achieve very well in this school across all subjects. Published outcomes exceed the national averages consistently. A genuine commitment to inclusion underpins every aspect of the school’s work. This ensures that pupils with special educational needs and/or disabilities and disadvantaged pupils achieve highly academically, personally and socially. Pupils thrive.

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

Pupils learn about the school’s values of 'Respect, Resilience and Reflect' successfully. They are highly motivated to show these values in their attitudes and behaviour.

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

There are many opportunities for pupils to take on pupil leadership roles, for example house captains and playground rangers. Through these roles, older pupils support younger pupils, act as positive role models and contribute positively to the school community.

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

Pupils benefit from the many experiences on offer beyond the classroom greatly. For example, the Year 6 residential helps pupils grow in confidence through challenging and new activities such as archery. Pupils love representing the school in competitive sport, whether this is in football, netball or cricket. They enjoy performing in the school choir. Pupils are proud to attend Nine Mile Road Primary School.

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Team inspectors:

David Harris, Ofsted Inspector Sara Tilbey, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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About this inspection

This school is part of The Circle 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), Ginny Rhodes, and overseen by a board of trustees, chaired by Andrew Beckett.

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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, the senior leadership team and other school staff. An inspector met with 6 trustees, including the chair of the trust. She also met with the CEO, the governance professional and members of the central team from The Circle Trust. Inspectors spoke to some parents at the start of the school day.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher took up his role in September 2023.

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About this inspection

The school currently uses 2 unregistered alternative provisions.

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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 6 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 needs support 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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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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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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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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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 (3 term) 4.5% 5.2% 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 (3 term) 10.5% 13.0% 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. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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

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