Maple Ridge School

What Ofsted said

From the inspection on 2 June 2026

At Maple Ridge school, pupils are welcomed into a warm, friendly and safe community where they feel a strong sense of belonging. Staff know pupils and their families well and use this understanding to provide personalised care and learning. One parent said the school has ‘changed our family’s life for the better’. Pupils respond well to their classes, which are named after trees, helping create a nature-inspired feel. Pupils take pride in earning headteacher awards, which they receive in Friday assemblies. Their successes are celebrated by adding a leaf to the tree on the achievement wall. Every pupil is unique, and learning is set up to meet their individual needs well. Children in the Reception class have access to their own outside space, and, across the school, learning extends beyond the classroom into the outdoors. Forest school sessions are a highlight, giving pupils opportunities to explore, build their confidence and enjoy discovering nature. The outdoor provision is highly valued, with many pupils enjoying the opportunity to take part in the daily mile on arrival at school. At breaktimes, pupils’ enjoyment is clear as they ride scooters and engage with a range of sensory equipment. This helps pupils to develop regulation strategies, and the atmosphere around the school is calm. Pupils attend well and appreciate a well-supported transition into school each morning, as they are greeted by familiar staff. Across the school, pupils are happy, engaged and supported to enjoy their learning. They achieve well from their starting points and are well prepared for their next steps when it is time to move on to secondary school.

What the school should improve

• Leaders should ensure that staff develop their expertise to consistently deliver the intended curriculum to meet pupils’ complex learning needs effectively, across the school.
• Leaders should refine systems and routines to support all pupils to consistently transition smoothly between activities so that they sustain their self-regulation and readiness to learn.
• Leaders should strengthen provision for activities at playtimes and lunchtimes, so that pupils have greater opportunities to develop their interests, extend their experiences, and improve their social interaction and engagement.

Read the full Ofsted report (opens in a new tab)