Rykneld Primary School

Rykneld Primary School

Address: Main Street, Branston, Burton-on-Trent, Staffordshire, DE14 3EX Unique reference number (URN): 145218

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Attendance and behaviour Strong standard

Leaders set high expectations for pupils' attendance. Leaders use their detailed oversight of, and make appropriate plans to further improve, attendance. Regular attendance is consistently promoted by leaders and staff. Pupils understand the importance of attending school regularly. Any barriers to attendance are swiftly removed. As a result, attendance rates have been above national averages over time. There are very few pupils who are persistently absent.

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Attendance and behaviour Strong standard

Leaders have established very high expectations for how all pupils should behave. Relationships are positive. Staff act as positive role models. Rules and routines are well established, and pupils consistently follow these. Pupils know that staff will deal with any problems that arise such as unkind behaviour or bullying, although such incidents are incredibly rare. Pupils behave impressively and demonstrate enthusiasm towards their learning. They are remarkably well mannered. Pupils open doors for others, for example, and understand how to respond during polite conversation. Older pupils set an excellent example to younger children, particularly when taking on leadership roles such as anti- bullying ambassadors. During social times, pupils participate in purposeful play. The environment is calm and safe. Conflict is very rare. When it does occur, pupils have many strategies to resolve it.

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Early years Strong standard

Children benefit from a flying start to their education. Staff have a secure understanding of children’s varied needs and interests on entry. This enables them to identify any additional needs swiftly and provide highly effective support.

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Early years Strong standard

Relationships between staff and children are warm and nurturing. The learning environment is purposeful. Classrooms are carefully arranged to promote independence. The curriculum and teaching create firm foundations in phonics, spoken language and number. As a result, children develop securely across all areas of learning. For example, they explore tone and shade by using a range of paint brushes to mix colours, which supports both their physical coordination and creativity. Additionally, adults are skilled at initiating meaningful conversations. This successfully promotes children's language development and extends their vocabulary.

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Early years Strong standard

Staff work in close partnership with parents and carers, particularly when children first join the school. Effective collaboration between staff ensures a smooth transition from Reception into Year 1. As a result, children, including those who are disadvantaged and those with special educational needs and/or disabilities, are well prepared for the next stage of their education.

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Inclusion Strong standard

Leaders have established a highly inclusive ethos across the school. Leaders and staff have a precise understanding of pupils' needs. Staff place importance on developing relationships with families so they can work together effectively.

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Inclusion Strong standard

Leaders have created effective systems to identify pupils' emerging needs, including for those with special educational needs and/or disabilities (SEND). They provide timely and appropriate support. This is consistently reviewed and adapted when pupils' needs change. As a result, pupils who face barriers to learning are effectively supported to access the curriculum alongside their peers.

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Inclusion Strong standard

Leaders have implemented tailored provision closely matched to the individual needs of pupils with SEND. The 'Beehive' and 'Fireflies' classrooms provide the specific support that some pupils need. Pupils with SEND make swift progress from their starting points.

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Inclusion Strong standard

Leaders make highly effective use of additional funding to improve outcomes for disadvantaged pupils. They draw on a range of secure evidence to inform their priorities.

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Inclusion Strong standard

Leaders work effectively with a range of external agencies and professionals to develop support that pupils need, including those known (or previously known) to social care. Leaders ensure that staff receive the training and guidance they need to effectively implement support strategies.

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Personal development and wellbeing Strong standard

Leaders ensure that the personal development programme provides pupils with a detailed understanding of how to keep themselves safe and act in a responsible manner. Pupils are well informed about potential risks. They understand the importance of making sensible choices in school and in the local community, including online. This is supported through teaching on rail, water and internet safety.

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Personal development and wellbeing Strong standard

Pupils are knowledgeable about fundamental British values. They appreciate the importance of respect and tolerance. Pupils show consideration for one another and readily offer support and encouragement when needed.

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Personal development and wellbeing Strong standard

Pupils understand the key features of healthy relationships. They are encouraged to make appropriate choices. Pupils are effectively supported in this through initiatives such as ‘Jump into January’. Pastoral care is highly effective. Pupils know that there are specific wellbeing and mental health staff that they can talk to in school. Pupils find this support very helpful and are confident in accessing it.

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Personal development and wellbeing Strong standard

Leadership opportunities are plentiful. Pupils are proud to become, for example, a school councillor, librarian or digital leader. These opportunities enable pupils to contribute to school life and decision-making. For example, pupils have recently introduced a reading cabin to encourage reading during social times. Such responsibilities help pupils to develop confidence, accountability and a strong sense of ownership.

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Personal development and wellbeing Strong standard

A wide range of inclusive extra-curricular opportunities further enrich pupils’ experiences and promote their varied talents and interests. For example, pupils can take part in football, rugby and art and craft activities. They can learn to play instruments, such as the violin.

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Expected standard

Leaders place importance on providing every pupil with the opportunity to perform in school productions at a local theatre.

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Achievement Expected standard

Generally, pupils progress successfully through the curriculum. Attainment in national tests is consistently above national averages. Most pupils are well prepared for the next stages in their education.

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Achievement Expected standard

Pupils produce consistently high-quality work in reading, writing and mathematics. However, in some subjects, some pupils do not produce consistently high-quality work. When this occurs, they do not achieve as well as they could in these subjects.

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Achievement Expected standard

Typically, pupils develop essential knowledge and skills well. The school prioritises phonics, word reading, handwriting, spelling and number facts. As a result, gaps in pupils’ core knowledge and skills are closing quickly.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities achieve well from their individual starting points. Those who have barriers to their learning, such as pupils known (or previously known) to social care, make swift progress. They develop appropriate knowledge and skills across the curriculum.

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Curriculum and teaching Expected standard

The curriculum is carefully sequenced. It sets out the important knowledge that pupils are expected to learn. Leaders ensure that pupils develop essential knowledge in reading, writing and mathematics. However, the quality of pupils' learning in other subjects varies.

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Curriculum and teaching Expected standard

Children begin learning to read as soon as they enter Reception. Staff receive training to support effective teaching of reading. Pupils who require additional support with reading receive effective guidance.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of teaching across the school. They have identified both strengths and areas for further development. This enables leaders to make informed decisions about staff deployment, as well as training and support.

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Curriculum and teaching Expected standard

Teaching is generally effective. Teachers use their subject knowledge to present new learning clearly. They provide pupils with opportunities to revisit prior work. By routinely assessing understanding, teachers identify misconceptions and give pupils the guidance needed to improve. Teaching of reading, writing and mathematics is highly effective. However, in some subjects teaching is not consistently highly effective. Carefully planned adaptations support pupils with special educational needs and/or disabilities as well as those facing other barriers to learning. This helps them to move successfully through the curriculum.

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Leadership and governance Expected standard

Leaders, trustees and members of the local governing body have established a vision for all pupils to succeed. Leaders accurately identify the school's strengths and areas for improvement. This enables them to take well-informed action to improve outcomes for pupils. For instance, the trust and school have collaborated to successfully improve inclusive practices. As a result, pupils with special educational needs and/or disabilities benefit from consistently effective support. However, leaders recognise that further work is needed to ensure that pupils achieve as well as possible across the full curriculum.

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Leadership and governance Expected standard

Those responsible for governance have a secure understanding of their roles and responsibilities and fulfil these effectively. They have a secure knowledge of the school's priorities for improvement. Trustees and members of the governing body fully support and challenge the work of the school. They make appropriate checks to assure themselves that leaders manage staff workload and support their wellbeing effectively.

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Leadership and governance Expected standard

Staff, including teachers who are early in their careers, are well supported by leaders. They appreciate the range of professional learning opportunities available to them. Parents are overwhelmingly supportive of the school’s work.

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

This is a happy school community. Pupils enjoy school life and know that staff expect them to work hard. Most pupils achieve well and are ready for the next stage in their education.

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

Pupils feel safe. They know that staff will listen to their worries and will help to deal with these promptly.

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

Children in the early years are well cared for and achieve highly. They benefit from a range of interesting indoor and outdoor learning experiences, such as woodland activities.

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

Pupils behave incredibly well. They know and follow the school’s rules and routines. Social times are a very positive part of the school day. Pupils engage in purposeful learning and get along with others. Bullying is rare. When it occasionally occurs, it is dealt with swiftly and effectively to make sure that it stops. Most pupils attend school regularly because they understand the importance of being there.

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

Pupils benefit from high-quality pastoral support. They value the tailored support they receive and know how to access this independently if they need it. Many pupils appreciate the presence of Herbie, the school dog, who assists with their emotional wellbeing.

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

Pupils can take part in a wide range of inclusive extra-curricular activities such as archery, boccia and friendship-band-making clubs. They share their interests, which helps to shape the activities offered. For instance, police cadets and a LEGO club were added, based on their feedback. Pupils have opportunities to represent their school in sporting competitions, such as football matches and cricket tournaments. They are incredibly proud to have experienced considerable success in these competitions.

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

Pupils benefit from a wide range of carefully planned enrichment opportunities. These include an annual outdoor education residential and visits to museums linked to the history curriculum. Similarly, pupils complete a local river study as part of their geography lessons.

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Next steps

Leaders should ensure that teaching is highly effective across the curriculum so that pupils achieve equally high standards in all subjects.

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About this inspection

This school is part of John Taylor Multi-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 (CEO), Mike Donoghue, and overseen by a board of trustees, chaired by Colin Hopkins.

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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 updated 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 school leaders, including the headteacher, deputy headteacher, special educational needs coordinator and other leaders. They also spoke with representatives of the trust, including the CEO, the chair of the trust board, members of the local governing board and a representative of the virtual school.

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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:

Nadeem Bhatti, Ofsted Inspector Nina Sangha, Ofsted Inspector Razia Ali, 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 19 May 2026

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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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average

2024/25 (final) 65% 59% Close to average

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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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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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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

2023/24 (3 term) 5.7% 5.5% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 13.6% 14.6% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

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