Richmond Hill School

What Ofsted said

From the inspection on 10 February 2026

Pupils at Richmond Hill Primary School value the warm relationships that they have with adults and with each other. They appreciate that adults listen to them and help them when they have concerns. This helps pupils to feel safe. Pupils feel included in the day-to-day life of the school. For example, they appreciate the opportunities they get to take on responsibilities that help their school community and enjoy representing the school in competitions and events. Children in the early years arrive happy, settled and eager to learn. Pupils behave well in lessons and around the school. They cooperate well with each other and respond positively to the clear expectations that adults set for their behaviour. Bullying is rare. Pupils know that adults deal with any unkind behaviour quickly. Most pupils attend school regularly. Most pupils demonstrate positive attitudes and enjoy learning. However, teaching does not consistently support pupils to overcome the barriers to learning that they face. Some pupils, particularly disadvantaged pupils, do not achieve as well as they could. They struggle to remember the important knowledge that they have been taught. Some pupils have gaps in their spelling and handwriting. This limits their ability to express their ideas clearly in writing. Consequently, some pupils are not as well prepared for their next stage of education as they could be. There are a wide range of clubs and activities on offer to pupils. They enjoy discovering new interests and talents by taking part in sport, music activities and drama. They value the visits to different places that help them to learn about their local area and the wider world. Pupils learn about different cultures, religions and ways of life. They understand that people can be different and deserve equal respect. Pupils develop an understanding of important values, such as democracy, tolerance and fairness, that help to prepare them for life in modern Britain.

What the school should improve

• Leaders should ensure that teachers consistently design and select learning activities that help pupils to learn the curriculum securely, remember it and embed their understanding over time.
• Leaders should ensure that teachers use assessment consistently so that it identifies precisely the gaps in pupils' knowledge, especially for disadvantaged pupils and that well-matched and effective support is put in place so that gaps close quickly.
• Leaders, including governors, should ensure that their checks on teaching and additional support are accurate and focus sharply on the progress that disadvantaged pupils make. These checks should inform appropriate and timely actions so that effective teaching is the norm and that disadvantaged pupils make the progress they are capable of.

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