Ribchester St Wilfrid's Church of England Voluntary Aided Primary School

What Ofsted said

From the inspection on 30 March 2023

In this small school, pupils are well known and cared for. They feel safe. They, and their parents and carers, appreciate the supportive and kind environment that leaders create. Pupils enjoy coming to school. They relish both the academic and social opportunities that they experience as part of the inclusive school community. For example, they talked with pride about their performances in a local production of a Shakespeare play. They were also keen to share how much they had enjoyed recent Easter celebrations. Leaders set high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils rise to meet these high expectations of behaviour and achievement. They work hard and achieve well. Around the school, leaders have created a culture of respect and tolerance. Pupils respond well to this and they treat each other with kindness and consideration. Bullying and name-calling is never tolerated. Leaders deal with it effectively should it occur. Pupils benefit from a range of opportunities to develop themselves beyond the academic curriculum. For example, they go on residential visits and school trips. This allows them to gain an understanding of their local community and the wider world. They also enjoy taking part in a range of extra-curricular activities that develop their skills and interests, such as baking club and team sports.

What the school should improve

• In a small number of subjects, leaders are still refining and developing the curriculum. Teachers are not clear about the precise knowledge that leaders want pupils to have and the order in which they should learn it. Consequently, pupils do not develop sufficient depth of subject-specific knowledge and understanding. Leaders should ensure that they complete their curriculum thinking so that teachers are clear about the essential knowledge that they want pupils to know and remember in all curriculum areas.
• In a few subjects, teachers' strategies to check on pupils' learning are underdeveloped. As a result, teachers do not identify and address misconceptions and gaps in pupils' knowledge well enough. This hinders the learning of some pupils. Leaders should ensure that teachers consistently use checks on pupils' knowledge and understanding to adapt future teaching, so that pupils can build securely on their prior learning and achieve well. School 3

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