Ribby with Wrea Endowed CofE Primary School

What Ofsted said

From the inspection on 28 January 2025

Pupils value the family feel of this small school. They particularly enjoy their lunchtimes, when there are plenty of games and activities to enjoy. Pupils are cared for and safe. They enjoy positive relationships with staff and with their classmates. Pupils rarely fall out, and the school typically deals with occasional disagreements effectively. The school is ambitious for what pupils, including those with special educational needs and/or disabilities (SEND), should learn. In reading, writing and mathematics, pupils' achievement in national end of key stage tests is significantly above the national average. However, pupils' achievement is not as consistently high in some other curriculum subjects. Pupils benefit from a range of opportunities to serve in pupil leadership groups, such as the 'halo group' and the junior leadership team. They access a wide range of extra- curricular sporting opportunities and competitions throughout the year which help them to explore related talents and interests. They also learn musical instruments or join the school choir, which performs at local and regional singing events. Pupils' curriculum learning is enhanced through school trips, such as those to a river and a coastline which link to geography topics. Pupils also enjoy developing their confidence during residential visits to outdoor activity centres.

What the school should improve

• In some subjects, the school has not sufficiently identified the essential knowledge that pupils should learn, nor the order in which it should be taught. This has an impact on how well some curriculum content is delivered, which prevents some pupils from learning all that they could. The school should clarify the crucial components of knowledge that pupils should learn in these subjects, and ensure that this content is delivered in an effective, coherent manner.
• The school has limited insight into how well some curriculums are designed and delivered, and their impact on what pupils remember over time. This means that the school is not responsive to some of the curriculum deficiencies that prevent some pupils from developing a secure body of knowledge. The school should improve how it evaluates the quality and impact of its curriculum so that it is able to swiftly address issues that prevent pupils from achieving consistently well in all subjects.

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