Richard Lee Primary School

What Ofsted said

From the inspection on 27 January 2026

Pupils enjoy their lessons and feel part of the school's caring community. In the early years, staff help the youngest children settle in quickly. Leaders and staff listen carefully to pupils’ views. All of this gives pupils a real sense of belonging. Pupils learn particularly well when curriculum activities build on their existing knowledge step by step. Developing pupils’ communication and language is a strength of the school. As a result, pupils express themselves confidently. However, in the early years and in key stages 1 and 2, pupils do not achieve as well as they could in readiness for their next stage of learning. All pupils have access to the same experiences. Effective pastoral support ensures that, right from the early years, children are ready to learn. Pupils with special educational needs and/or disabilities (SEND) receive support to enable them to be successful. However, this varies in quality. At times, this means some pupils with SEND do not learn as well as they should. Relationships throughout the school are positive. Pupils try hard to demonstrate the school values of unity, kindness, resilience, pride and honesty as they learn and play. They are kind and willing to help their peers. Staff deal with behaviour incidents promptly, including rare allegations of bullying. Attendance is improving for most pupils. However, too many pupils, particularly those who are disadvantaged, continue to miss too much school. Pupils understand the importance of a healthy lifestyle. They feel safe at school and know how to stay safe when out and about. The school's ‘100 things to give us wings’ approach helps pupils to make a difference to their community, discover new interests and prepare for life after school. For example, pupils raise funds for charity, learn to cook and create digital art.

What the school should improve

• Leaders should raise pupils’ achievement, including in the early years, by ensuring the curriculum is consistently well taught for all pupils and by strengthening academic support for pupils with special educational needs and/or disabilities, so that pupils learn successfully.
• Leaders should strengthen early reading by ensuring consistent phonics teaching, accurately matched books to pupils’ phonics knowledge and regular supported practice to secure pupils’ fluency and confidence.
• Leaders should build on recent positive trends by refining their attendance strategy so that more disadvantaged pupils attend regularly.

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