Ridgeway Primary Academy

What Ofsted said

From the inspection on 10 February 2026

Ridgeway Primary Academy is an improving school. Pupils enjoy coming to school, so they attend regularly. They value the well-established positive ethos at the school. Pupils know that learning is important. In lessons, during play time and while moving around the school, they behave well and feel safe. When interacting with each other and with adults at school, they are polite and show manners. Bullying is rare. When it happens, leaders deal with it swiftly and effectively. Pupils do not achieve as well as they should. The quality of teaching they receive is variable, and, as a result, pupils do not learn the curriculum as well as they could. This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Pupils with SEND benefit from teachers who know them well and understand their needs. However, the support they receive to help reduce the barriers they face is inconsistent. Pupils are beginning to benefit from an improved curriculum and greater staff expertise, but these improvements are in the early stages. The work to improve provision in the early years is further along than the rest of the school. As a result, children in Reception Year learn a well-designed and well-taught curriculum. They start Year 1 ready for the challenges of the key stage 1 curriculum. Pupils benefit from the school’s effective approach to personal development. Pupils learn the importance of serving others in the community, and they are proud of the responsibilities they hold, such as being house captains. They develop their interests and talents in the various clubs, such as in art, music and sport. Competing in sports festivals and competitions supports pupils' sense of belonging as well as their teamwork skills. Pupils appreciate the diverse beliefs and lifestyles found in modern society. Visits, such as to different places of worship, help to bring learning to life.

What the school should improve

• Trustees, governors and leaders should further improve the way they understand the quality of the school's provision. Trustees and governors should use this information to hold leaders strictly to account.
• Leaders at all levels should develop the knowledge and skills they need to carry out their roles effectively.
• Leaders should ensure that staff consistently adapt their teaching to meet the needs of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities.
• Leaders should ensure that staff routinely check what pupils know and can do, including looking for any gaps in foundational knowledge. When staff identify gaps, they should provide timely support so that pupils learn and achieve what leaders intend.

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