Ravensbury Community School

What Ofsted said

From the inspection on 28 April 2026

Pupils’ experiences at Ravensbury Community School vary widely. Pupils do not achieve well because the curriculum is not taught well. Gaps in learning are not routinely addressed. Pupils do not grasp the reading, writing and number skills that they need for future learning. Pupils, including those with special educational needs and/or disabilities, do not receive the support that they need to learn well. Across the school, pupils do not have the necessary skills and knowledge to fully access the wider curriculum. Consequently, they also underachieve in other subjects. Pupils are not as prepared for their next steps as they should be. Recently, the school has begun to change for the better. Leaders have an accurate understanding of the school’s weaknesses. They have started to address the aspects of the school that require significant improvement. The school has a new curriculum in place. Teachers receive training to help them to deliver the curriculum. However, much of this work remains in its infancy. Clear routines at the start of the day help to ensure a calm start to school. Pupils are supported by the positive relationships that they have with staff, who help them to deal with any issues. Bullying is rare. Pupils feel safe in school. They know how to stay safe in their community and also when working online. Pupils attend well and families value the support that the pastoral team provides. Pupils are respectful to each other. They recognise differences between people and celebrate them. In the early years, a new, ambitious curriculum supports children well in their learning. Staff focus on developing children’s communication and language skills. Children are well cared for and happy in their learning. Some pupils with varied needs benefit from personalised provision. Focused teaching in the school's newly established learning hubs helps these pupils to learn.

What the school should improve

• Leaders must ensure that staff consistently use effective teaching strategies across the curriculum so that all groups of pupils, including those in early years, achieve well and secure essential knowledge in reading, writing and mathematics.
• Leaders must improve the use of assessment so that staff identify gaps and misconceptions promptly and use this information to match work closely to pupils’ needs.
• Leaders should embed the new wider development programme, with a focus on expanding leadership opportunities, improving pupils’ understanding of protected characteristics and increasing participation in enrichment activities, particularly for disadvantaged pupils and those with special educational needs and/or disabilities.
• Governors must improve their strategic oversight of the school through robust monitoring so they can evaluate the impact of leaders' actions accurately and drive sustained improvement.
• Leaders should continue their work to further reduce persistent absence.

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