Ringsfield Church of England Primary School

Ringsfield Church of England Primary School

Address: School Road, Ringsfield, Beccles, Suffolk, NR34 8NZ Unique reference number (URN): 144849

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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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Early years Strong standard

Leaders have a secure understanding of the strengths of the early years. They have ensured that it has a high profile in the school. It is the building block for children's future success. The curriculum helps children to build their learning in a logical sequence. Children in the nursery and in the Reception class enjoy coming to school. Staff plan activities that consistently enrich children's learning. Children are highly engaged in purposeful learning that stimulates their imagination and thinking.

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Early years Strong standard

Children enjoy positive, nurturing relationships with staff. They receive a high level of care and attention. Each child is treated as an individual. Their needs are well known and catered for. This includes children with special educational needs and/or disabilities, those who are disadvantaged and those who are known or previously known to social care. Staff use well- known rhymes and stories to create routines and consistency. This helps pupils to feel safe and secure.

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Early years Strong standard

Interactions between adults and children help to develop their vocabulary and move their learning on. Leaders have ensured that all staff in the school have received training so that this is replicated in every interaction throughout the day. From the very start, leaders identify the gaps that children have in their learning and provide extra support to address them. As a result, increasing numbers of children are achieving a good level of development. Children follow a structured phonics programme. They develop a clear love of reading. Leaders ensure that the environment in the Reception class prepares children well for the transition to Year 1. By the end of Reception Year, children are very well prepared for their next stage of learning.

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Inclusion Strong standard

Leaders have ensured that inclusion lies at the heart of school culture. Leaders ensure that pupils' barriers to learning are identified quickly and accurately on entry to the school. They develop precise and detailed individual learning plans for those who need them. Leaders closely track the impact of the additional support that pupils receive. Where necessary, they skilfully adjust and redirect it. This ensures continuous progress. Pupils with special educational needs and/or disabilities have bespoke support in place. As a result, they flourish in school and make progress from their starting points.

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Inclusion Strong standard

Leaders are acutely aware of the barriers to learning that some pupils face. Through close tracking of pupil progress, they are able to identify the additional support they need to grow and develop. This includes access to effective pastoral support such as the 'I am me' project that helps pupils develop self-confidence and resilience. Leaders ensure that staff have the relevant training they need to support pupils in lessons and beyond. They regularly consult with external agencies to provide precise and targeted help. Where appropriate, leaders use the school's 'nurture room' to improve pupils' engagement with school. This has a positive impact on both attendance and behaviour.

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Inclusion Strong standard

Leaders use pupil premium funding effectively. This helps disadvantaged pupils to reduce any gaps in their learning and access the full enrichment programme. This includes pupils

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Expected standard

known, or previously known, to social care. As a result, pupils feel a strong sense of belonging and thrive in school.

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Personal development and wellbeing Strong standard

Leaders have designed a programme of personal development and wellbeing that is tailored to the needs of this community. The personal, social and health education curriculum is suited to mixed-age group teaching and builds carefully on prior knowledge. As a result, pupils have a secure understanding of topics such as how to stay healthy and online safety. Pupils are thoughtful and reflective. They learn about different cultures, experiences and beliefs. Consequently, pupils are tolerant and treat each other with respect.

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Personal development and wellbeing Strong standard

Pupils enjoy the opportunity to play a key role in their community. Many pupils join the eco group or ethos committee. Leaders ensure that there are meaningful opportunities for every pupil's voice to be heard. For example, pupils were consulted on the school's new behfaviour policy. Pupils enjoy the trips that support them with their learning. Pupils know that these opportunities help them to develop life skills, for example building independence to support with transition to key stage 3. Leaders closely track pupil participation in enrichment activities and ensure that every child has the opportunity to take part. The impact of the personal development programme is seen across the school in improved attendance and behaviour and pupils' levels of confidence and resilience.

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Personal development and wellbeing Strong standard

Leaders have ensured that there are a range of clubs and activities that suit the interests and talents of pupils. All activities are inclusive. For example, pupils take part in orienteering competitions, perform in an annual whole-school production and attend gardening club. Leaders have developed outdoor areas to give pupils quiet spaces where they can reflect and engage with the school's values.

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Personal development and wellbeing Strong standard

In this small school, staff know their pupils and families well. They are alert to any emerging issues and provide swift, effective pastoral support. The support that pupils receive is specific to their needs, for example working with a play therapist, regular one-to-one check- ins or taking part in the structured 'I am me' project. Leaders regularly monitor the impact of this support and adjust it as needed. As a result, pupils grow as individuals and thrive. They are well prepared for the next stages of their education and life in modern Britain.

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Achievement Expected standard

Pupils develop their knowledge and skills as they move through the curriculum. They speak confidently about their learning using subject-specific vocabulary. They are increasingly confident in applying their prior learning to new topics and problem solving. Leaders' clear focus on reading, writing and mathematics mean that more pupils are making secure progress through the curriculum.

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Achievement Expected standard

Leaders have a clear understanding of pupils' achievement. They use regular assessment to track their progress and identify precisely where further support is needed. This support is frequently reviewed and adjusted as necessary. As a result, pupils quickly catch up with their peers.

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Achievement Expected standard

Leaders have high expectations of all pupils, from the early years onwards. Disadvantaged pupils and pupils with special educational needs and/or disabilities progress well through the curriculum from their different starting points. Generally, pupils achieve well by the end of Year 6, including those who are disadvantaged. Pupils are well prepared for the next stage of their education. Typically, they have the knowledge and problem-solving skills to ensure a smooth transition to key stage 3.

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Attendance and behaviour Expected standard

Leaders have established effective systems and processes to secure improved attendance at school. Leaders monitor attendance closely and intervene quickly. Although whole-school attendance remains below national figures, leaders' work is leading to steady improvements. Disadvantaged pupils and those with special educational needs and/or disabilities attend particularly well. Leaders have high expectations of all pupils. Levels of persistent absence are below national averages. Leaders form positive relationships with parents and carers. Where additional support is needed to remove barriers to attendance, it is swiftly provided.

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Attendance and behaviour Expected standard

Leaders have clear expectations of pupils and they rise to the challenge. Staff manage behaviour in a fair and consistent way. The school is a calm and orderly place. Leaders implement clear routines throughout the day so that pupils know what to expect. Pupils enjoy positive, caring relationships with staff. In lessons, most pupils focus and have positive attitudes to learning. Pupils get on well with each other. There is little bullying. Where poor behaviour does occur, staff deal with it quickly and decisively. Pupils are kind and respectful. They treat each others as equals. Older pupils are positive role models for younger pupils.

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Attendance and behaviour Expected standard

Leaders work closely with external agencies to identify bespoke support for pupils who struggle to regulate their emotions. The nurture room is a positive learning space that is used to support pupils to reintegrate into mainstream lessons. This helps them to take part in learning and school life.

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Curriculum and teaching Expected standard

The curriculum is broad and balanced and appropriate for mixed-age teaching. It is sequenced so that pupils build on their previous learning. Leaders have identified the key knowledge and vocabulary that pupils need. They use regular assessment to track pupil progress. Where necessary, they intervene and provide targeted extra help to reduce any gaps. As a result, pupils, including those with special educational needs and/or disabilities (SEND), make secure progress through the curriculum from their different starting points.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the effectiveness of teaching across the school. Generally, the curriculum is taught well. Teachers present information clearly, use questioning to check pupils’ understanding and adapt teaching when misconceptions arise. Teachers have appropriate subject knowledge. Leaders have ensured that subject specialist teachers provide stimulating art, music and physical education lessons. Staff have a secure understanding of pupils’ needs, including those with SEND. Typically, teachers use adaptations appropriately to support pupils' access to learning, and additional adults are deployed effectively. Pupils across the school enjoy their learning. However, sometimes, tasks are not well matched to pupils who are capable of working at a higher level. This means that they do not always make the accelerated progress they are capable of.

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Curriculum and teaching Expected standard

Leaders have prioritised the foundational skills of speaking, reading, writing and mathematics. Their focus on spelling has improved the quality of pupils' written work. Reading is a high priority. Leaders ensure that pupils who need extra help are supported well to catch up quickly. Leaders' continued focus on improving handwriting is appropriate and is starting to have a positive impact.

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Leadership and governance Expected standard

Leaders know the school well. They understand its strengths and areas for development. They are ambitious and passionate about ensuring that all pupils fulfil their potential. Leaders have created a culture that has inclusion at its heart and is underpinned by the school's Christian ethos. This is recognised by parents and carers, who appreciate the individualised support that their children receive.

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Leadership and governance Expected standard

School leaders are well supported by the trust and those with responsibility for governance. They share the same values and place pupils' best interests at the centre of decision- making. Governors provide a high level of challenge and support. They have a secure understanding of their statutory duties and carry them out effectively. They work together with school and trust leaders to pursue further school improvement. Governors have accurately identified the priorities that will secure this.

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Leadership and governance Expected standard

Leaders collaborate closely with other schools in the trust. This has widened the opportunities available to pupils such as shared specialist teachers. Staff enjoy a well- considered programme of personal development that supports them at every stage of their career. Staff are proud to work at this school and trust that leaders take their workload and wellbeing into consideration.

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

This is a highly inclusive school where pupils feel a strong sense of belonging. From the early years onwards, there are opportunities for pupils to make meaningful contributions to school life. They take on roles such as play leader or junior road safety officer. These roles help them develop communication and leadership skills. They know that their opinions are taken seriously. For example, the ethos group have recently designed 'the peaceful patch', an area of outdoor space dedicated to reflection and wellbeing. Older pupils are positive role models for younger children. They are keen to take on responsibility such as play leaders.

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

Relationships between pupils and staff are warm and positive. Pupils are confident that staff will help them when they need it. In this small school, pupils are known as individuals. They receive high-quality pastoral care. As a result, pupils enjoy coming to school and feel safe. Bullying is uncommon. If it does occur, staff deal with it quickly and effectively. The school is a calm and orderly place to be. Pupils get on well with each other. At social times, pupils across year groups play together harmoniously. Pupils have a positive attitude to learning. This starts in the early years, where interesting and stimulating activities spark pupils' imaginations. Leaders are passionate about breaking down the barriers to learning that some pupils face. They provide bespoke support and personalised learning plans to ensure that pupils can achieve their full potential. As a result, they make progress from their different starting points and thrive in school. Pupils are well

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

prepared for the next stages of their education. They have a keen awareness of how to keep themselves safe.

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

Pupils enjoy the many enrichment activities on offer. They are proud of their sporting achievements and the artwork that they create. Pupils appreciate the opportunity to take part in trips that are linked to the curriculum and residential visits. These experiences bring learning to life and the development of skills such as independence and resilience. In keeping with the school's ethos, enrichment activities are inclusive. This ensures equal access for pupils of different backgrounds and abilities. Pupils are tolerant, kind and respectful. They learn about cultures, ideas and beliefs beyond their own.

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Next steps

Leaders should continue to embed their work to improve pupils' attendance so that absence is reduced. Leaders should ensure that teachers consistently plan and adapt learning activities to provide sufficient challenge for more able pupils, enabling them to make the rapid progress of which they are capable.

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About this inspection

This school is part of the St Edmundsbury and Ipswich Diocesan 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), Tracey Caffull, and overseen by a board of Directors, chaired by Andrew Blit.

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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 school leaders including the executive headteacher, head of school and SENDCO. The lead inspector spoke with the CEO, the head of professional development and members of the local governing body including the chair and vice-chair. Inspectors spoke to staff, parents and carers and reviewed the findings of the parent, staff and pupil Ofsted online surveys.

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About this inspection

Inspectors visited lessons to look at pupils' work and the curriculum and to speak with pupils about their learning and wider school activities. Inspectors also spoke to staff and pupils at social times and met with groups of pupils.

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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 14 July 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. The inspectors confirmed the following information about the school:

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What does this mean?

The executive headteacher took up their position in September 2024.

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What does this mean?

Executive Headteacher: Mr Steven Jeal 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 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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average

2023/24 (final) 67% 61% 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

2023/24 (final) 75% 74% Close to average

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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

2023/24 (final) 75% 72% 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) 71% 74% 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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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 5.9% 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) 12.9% 13.0% Close to average

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national average

2023/24 (3 term) 15.1% 14.6% Close to average

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national average

2022/23 (3 term) 19.5% 16.2% 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

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

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