Ravensworth Church of England Primary SchoolOfsted report card, 22 Sept 2026

Ravensworth Church of England Primary School

Address: Ravensworth, Richmond, North Yorkshire, DL11 7ET Unique reference number (URN): 144161

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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 achieve well. They are consistently ready for the next stage of their education. This is reflected in the progress in their work, in what they remember over time and in outcomes in national tests. Leaders have high expectations for all pupils. They ensure that, at an individual level, pupils receive the help they need to achieve well.

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Achievement Strong standard

Pupils demonstrate a secure knowledge of learning over time and across subjects. They talk about this with confidence and make links across their learning. Leaders ensure that pupils secure the basic knowledge they need in reading, writing and mathematics. This means that they are well prepared to access the wider curriculum throughout their educational journey. By the time they leave for secondary school, pupils are very well prepared.

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Achievement Strong standard

Pupils make positive progress from their starting points. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils. Pupils’ work shows the progress they make over time. Pupils articulate their learning with depth, using ambitious vocabulary.

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Attendance and behaviour Strong standard

Leaders have high expectations of pupils’ behaviour and attitudes to learning. Leaders use an approach that is based on secure and positive relationships between staff and pupils. Pupils’ behaviour is very positive. There is a culture in school that ensures that pupils can learn. Pupils listen attentively in lessons. They consistently show respect towards their peers and adults. Pupils show self-discipline. Pupils, including those with special educational needs and/or disabilities (SEND), know how to regulate their behaviour. This is because leaders have put in place individualised approaches to help pupils manage their emotions well. The adjustments that leaders make to support behaviour have a demonstrable impact on pupils' wellbeing and support their learning. There are very few incidents of bullying or discrimination at the school. When they do occur, leaders deal with them swiftly and effectively.

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Attendance and behaviour Strong standard

Leaders make sure that pupils attend well. Leaders’ processes for identifying which pupils and families may need support are robust. They work with families to help them to understand the importance of high attendance. Pupils enjoy coming to school to learn. Attendance for all pupils, including those with SEND and those who are disadvantaged, is consistently high. Persistent absenteeism is very low.

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Curriculum and teaching Strong standard

Leaders carefully consider the mixed-age planning that is required for this small rural school. Leaders support staff well to understand and deliver the planned curriculum across subjects and year groups. The curriculum is well sequenced and builds on what pupils already know. Leaders design the curriculum so that it includes experiences, trips and visits that help pupils to remember and apply their learning. Staff use the local area to enhance pupils’ practical experiences of the curriculum. For example, when learning about local geography, pupils venture into the village to make observations about its features.

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Curriculum and teaching Strong standard

The curriculum is taught consistently well. Teachers check effectively what pupils understand and remember. They adapt the curriculum to support individual pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. Teachers share new information clearly. They provide feedback to children to help them to improve their work.

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Curriculum and teaching Strong standard

The teaching of phonics is effective and prepares pupils to read well. Leaders have a strong focus on pupils securing the basic knowledge they need in reading, writing and mathematics to be successful in their next steps. Teachers interact well with pupils and help them to develop their skills in communication and language. They extend their vocabulary and encourage them to be ambitious in the words they use.

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Inclusion Strong standard

This is a highly inclusive school. Leaders know and deeply understand pupils at an individual level. This means they provide help that is tailored very specifically to individual needs.

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Inclusion Strong standard

Leaders’ processes for inclusion are secure. Leaders identify needs quickly and accurately. This includes for pupils with special educational needs and/or disabilities and those in receipt of pupil premium funding. Leaders have the same high expectations for these pupils as they do for other pupils in the school. Staff include pupils fully in lessons through a range of highly effective adjustments and adaptations.

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Inclusion Strong standard

Leaders develop warm and positive relationships with families. These help to ensure that pupils are included fully in school life. Leaders work closely with parents to make sure that pupils receive the support they need. They seek advice from other professionals when needed and use this to help teachers understand how best to support each pupil. Leaders write detailed and precise support plans and review these regularly. As a result, pupils make strong progress towards their individual targets.

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Inclusion Strong standard

Leaders use evidence carefully to inform the pupil premium strategy and ensure that disadvantaged pupils are fully included in all aspects of school life. Leaders use the funding effectively to provide support that helps overcome barriers to learning and wellbeing.

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Leadership and governance Strong standard

Leaders know the school, its context and the local community exceptionally well. They maintain a sharp focus on ensuring that every pupil receives the support and opportunities they need to succeed. Leaders are determined to ensure that the school is inclusive for all. Parents and carers recognise the high levels of care and professionalism shown by leaders and staff. Parents speak overwhelmingly positively about the school and praise leaders' and staff's commitment to providing the best possible education for every pupil. Leaders have established highly effective partnerships with parents. Leaders, both at school and trust level, make consistently positive contributions to school improvement. They identify appropriate school improvement priorities and take effective action to address them. This has a positive impact on pupils. For example, leaders have identified key areas for improvement in the early years. The actions the school has taken

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Leadership and governance Strong standard

Staff are very complimentary about leaders and the work that they do to improve the school. They feel valued and proud to be part of the school community. Staff are positive about the support they receive from leaders and the trust. They appreciate the opportunities they get to develop their practice and collaborate across the trust. Staff share leaders' vision for the school community and are proud to make a positive contribution.

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Leadership and governance Strong standard

Governors and trustees know the school and its community well. They offer high levels of support and challenge. Through this, they enable leaders to make continuous improvements. They uphold their statutory responsibilities well. Those responsible for governance ensure that decisions are made in the best interests of pupils.

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Personal development and wellbeing Strong standard

Leaders ensure that the programme for personal development is highly effective. It helps pupils to develop confidence, resilience and a strong sense of responsibility and supports wider development beyond the academic curriculum. Pupils take an active role in their local community. They participate in local church events and help to raise money for charities.

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Personal development and wellbeing Strong standard

Leaders ensure that there is a wide range of extra opportunities for pupils to broaden their perspectives. This includes a range of leadership roles such as librarians and sports leaders. Through these roles, pupils develop independence and responsibility. Pupils enjoy a range of extra-curricular activities that leaders tailor effectively to their individual interests and talents. For example, when pupils express an interest in activities such as horse riding or martial arts, leaders create opportunities for them to experience these activities and develop new skills. Leaders enable pupils to explore their musical talents. Pupils engage in sporting activities and competitions and are proud to represent their school. Leaders arrange a breadth of trips and visits to enhance the curriculum for pupils.

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Personal development and wellbeing Strong standard

Collective worship supports pupils’ deep understanding of tolerance and care for others. Pupils understand difference and diversity. They show empathy and acceptance. Pupils understand different faiths and cultures. They have opportunities to reflect on spirituality and their place in the world. Pupils show an understanding of fundamental British values. Pupils know that they can speak up and that their voice will be heard. They enjoy voting for the eco council and the school council, who they know will represent their views.

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Personal development and wellbeing Strong standard

Pupils are positive about school. They say that they feel safe and know how to keep themselves safe in the community and online. Pupils understand how to keep their body and mind healthy. They draw on strategies they have learned to help them to regulate their feelings and emotions.

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Expected standard

The personal development programme is an entitlement for every child. Leaders track participation. They help all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, to participate fully.

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Early years Expected standard

Leaders have a secure understanding of early years education and what they want children to learn. They have developed a high-quality curriculum which is well mapped, coherent and progressive. It includes clear expectations for checking what children are learning. Generally, the curriculum is taught well. By the end of Reception, children are very well prepared for the next stage of their education.

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Early years Expected standard

Leaders have created a purposeful learning environment that is well resourced. Staff engage in high-quality interactions with children as they play in the classroom and outdoors. These interactions extend their language and vocabulary. Staff have a detailed understanding of individual children’s needs and starting points. This includes children with special educational needs and/or disabilities. The school’s strong, inclusive ethos applies equally to the early years setting.

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Early years Expected standard

Children settle well into routines and engage positively in learning and play. They sustain attention and interact well with their peers. Routines are increasingly well established. Children are taught the basics of reading through phonics. They enjoy physical activities that help them in being ready to write. Leaders and staff have an accurate understanding of the quality of education and care in the early years. They make any changes needed to support children to thrive.

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Early years Expected standard

Children are happy and feel safe in the early years. They know they are well cared for, and welfare arrangements are appropriate. Staff place a high priority on securing children’s wellbeing. Relationships between staff and children and their families are very positive.

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

Pupils are proud of their school. They feel valued as members of the school community. They are happy and feel safe. They enjoy the school’s grounds and playing outdoors. They appreciate the school’s rural location and the access they have to nature. Pupils say they enjoy their lessons. They talk enthusiastically about their learning. All pupils take part in trips and visits that help them to bring their learning to life. They benefit from residential stays and extra-curricular activities including dance and theatrical performances. Pupils achieve well throughout the school. This is reflected in outcomes in national tests and in how well prepared pupils are for the next part of their educational journey. Pupils, including those with special educational needs and/or disabilities (SEND), make positive progress from their starting points. Pupils know the adults in school care about them. They enjoy positive relationships with

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

staff, who know them and their families well. Pupils benefit from the leadership opportunities they are given and they value that their voice is heard. They take part in democratic votes and enjoy contributing to decisions, for example about what outdoor equipment is available to them. Pupils feel a strong sense of community and belonging at their school. As a result, pupils, including those who are disadvantaged and those with SEND, attend well.

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

Pupils interact with one another well and play harmoniously. They say that bullying is rare and know how to report it if it does occur. They have confidence that adults will address negative behaviours, although they say that these behaviours do not happen often. Pupils have a secure understanding of equity. They know that some pupils may require additional resources or extra help to support them with learning. Pupils are kind to one another and consistently show respect and care.

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Next steps

Leaders should ensure that staff consistently embed recent improvements in the early years so that all children benefit from the full range of learning opportunities available.

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About this inspection

This school is part of Dales Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Damian Chubb, and overseen by a board of trustees, chaired by Judy Hootan.

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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

This inspection took place on 22 and 23 September 2026.

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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 senior leaders, trust representatives, governors and trustees as well as a representative from the diocese during the inspection. They also spoke to pupils, and parents and carers.

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Leeds. Its last section 48 inspection was on 28 January 2026.

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About this inspection

The school currently uses no alternative provision.

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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 22 September 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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average

2024/25 (final) 75% 75% 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) 67% 72% Close to average

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average

2022/23 (final) 71% 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

2022/23 (final) 71% 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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national average

2022/23 (3 term) 5.3% 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

2023/24 (3 term) 14.6% 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

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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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