Rhodes Avenue Primary School

What Ofsted said

From the inspection on 3 February 2026

Pupils relish their learning at Rhodes Avenue Primary School. This is because leaders provide rich opportunities for them to consider ‘big questions’, such as whether there is still as much disparity between the rich and poor as in the Victorian times. These opportunities develop pupils’ critical thinking skills. Inclusion and diversity themes are fully embedded throughout the curriculum ensuring that pupils develop a secure understanding of different perspectives and experiences. Visitors from a range of backgrounds and careers, including award-winning journalists, barristers and hairdressers, visit the school to challenge stereotypes and raise ambition. As a result, pupils demonstrate high levels of respect when learning about cultures that may be different from their own. Pupils are fully ready for life in diverse, modern Britain. Behaviour across the school is superb. Pupils meet the high expectations staff set for them. Clear, embedded routines create calm, orderly classrooms where learning is not interrupted. The school places great importance on collaboration. This begins in the early years, where children play and learn happily alongside one another. This creates a harmonious school where pupils feel happy and develop a strong sense of belonging. Bullying rarely happens here. If it does, leaders take quick and appropriate action so that incidents do not escalate. Pupils know that if they feel sad or worried, staff will listen and help them. This means pupils feel cared for and safe. Pupils attend school regularly and arrive on time. Pupils achieve highly across the curriculum. Leaders have established an ambitious, logical and well-sequenced curriculum. Because of this, pupils develop detailed knowledge and skills over time, building securely on what they have learned before. Outcomes at the end of Year 6 are above national averages in reading, writing and mathematics. Teachers and leaders adapt the curriculum and teaching approaches effectively. Consequently, pupils, including those with special educational needs and/or disabilities (SEND) and pupils facing other barriers, are well prepared for the next stages of their learning.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming challenges, in order to drive a transformational impact for all pupils.

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