Reddal Hill Primary School

What Ofsted said

From the inspection on 2 June 2026

Pupils settle quickly in this welcoming school. They benefit from warm relationships with staff and one another. Many new students arrive mid-year from other schools or countries. Staff and pupils help them integrate smoothly. Buddy systems, calm corners and thoughtful care help new pupils feel safe, valued and included at school. This inclusive approach extends to all pupils. Pupils know that adults care about them. The school celebrates who they are as individuals. Pupils usually achieve as well as they can in lessons when teaching meets their needs closely. However, where tasks are too hard or too easy, pupils lose focus and do not learn as deeply. This is most noticeable for pupils who have the greatest gaps in their learning. Leaders are rightly continuing to focus on making learning fit pupils’ starting points more accurately. When this happens well, pupils are ready to move on with confidence. Pupils behave politely and try hard to live up to the school’s expectations. Older pupils support younger ones. Many like taking on responsibilities as school councillors, eco-councillors and arts ambassadors. They also appreciate the various clubs, trips and music options available. This includes football, rock band and lessons for woodwind, brass and ukulele. These experiences expand their interests and increase their confidence. Joining special events helps children feel like they belong to a larger community. Pupils say that bullying is rare and that staff deal with concerns quickly. They trust adults to listen to them and to sort things out fairly. Pupils also know how to keep safe online and understand why this matters. In addition to praising the school’s clear routines, they appreciate how adults support them when worries come up.

What the school should improve

• Leaders and those responsible for governance should ensure that teaching and assessment fit pupils’ starting points more closely, so that pupils with special educational needs and/or disabilities and disadvantaged pupils learn more securely.
• Leaders and those responsible for governance should ensure that phonics, reading, writing and early mathematics are taught consistently well in every class, so that pupils build firm foundations from the start.
• Leaders and those responsible for governance should ensure that the positive actions already taken to improve attendance work continues to focus on pupils who miss school most often, so that persistent absence falls and more pupils arrive on time.

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