Ravenhurst Primary School

What Ofsted said

From the inspection on 18 November 2025

Ravenhurst Primary School has a warm, friendly and highly inclusive ethos, where pupils respect their teachers and one another. Pupils show kindness and support to each other in a multitude of ways. Older pupils support younger ones when at play, taking them under their wing. Pupils appreciate and respect difference. For example, pupils across the school use sign language to support communication with each other. Pupils with special educational needs and/or disabilities (SEND) and pupils who speak English as an additional language feel included in conversations and play. Pupils recognise that this helps form friendships. Pupils are safe and happy at this school. There are warm relationships between staff and pupils. Staff know pupils very well. Pupils trust staff and feel that they can talk to them. Pupils say bullying is rare. They are confident that if it happens, staff will sort it quickly and successfully. Pupils know that they are respected and that the school will respond and work with them sensitively. Pupils value their roles as wellbeing ambassadors and anti-bullying ambassadors. They see these as important in ensuring that everyone feels included and valued. Pupils rise to adults' high expectations of how to behave. Children in the Reception Year sit beautifully on the carpet, ready to learn. Their learning behaviours continue as they move through the school. Pupils have positive attitudes to learning. They listen closely to their teachers and are curious to know more. Generally, pupils, including disadvantaged pupils and pupils with SEND, achieve in line with national averages. The school has a sound appreciation of the barriers and challenges that some pupils face in their learning. As a result, pupils are typically well prepared for their next steps in education.

What the school should improve

• The school should continue to raise its ambitions for what pupils can achieve, building on recent improvements across all the core subjects, so that an increased proportion of pupils achieve more highly.
• Leaders should further strengthen their work to improve attendance, with a particular focus on disadvantaged pupils, to ensure that all pupils come to school as often as possible.
• In early years, leaders should ensure that the learning environment and adult-child interactions promote children's use of language and communication across all areas of learning.

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