Ridgeway Primary Academy

What Ofsted said

From the inspection on 3 February 2026

Pupils, parents and carers appreciate the high levels of support that are offered by the school. Pupils belong to a caring community that keeps them safe. Most pupils attend school regularly. They gain a great deal from the school's comprehensive enrichment programme. Staff encourage pupils to be proud of what they have achieved. When something goes well, pupils enthusiastically receive rewards that recognise this. Pupils typically behave well and respond to staff instructions. If pupils struggle to meet leaders' high expectations, staff deal with this quickly. Pupils are clear that being different is never a barrier at the school. Being unique is something that everyone celebrates. This helps pupils to feel a sense of belonging. Bullying does happen but it is rare. Pupils say staff will always help them sort it out. From the start of their education in the early years, children are encouraged to talk about how they feel and what they have learned. As pupils get older, they are increasingly confident and communicate well. Pupils know that they have an adult or a friend that they can speak to if something worries them. Staff understand pupils very well. Adults quickly identify if pupils need extra support. Leaders work closely with parents of pupils, who face barriers to their learning and/or wellbeing to understand each pupil's needs. Leaders have created inclusive spaces within the school to support pupils with special educational needs and/or disabilities (SEND) to learn and be calm. Pupils with SEND thrive when they access all that is on offer. Despite many positive aspects of school life, leaders' clear and ambitious vision for pupils' education is not fully realised. Pupils' achievement has only slightly improved over time. Although pupils enjoy their learning, they have gaps in important knowledge and skills that are not addressed quickly enough. The way in which the curriculum is taught does not support pupils' learning as effectively as it could do. Learning opportunities are sometimes lost through ineffective activity choices. Children in the early years, however, have a more positive educational experience than older pupils.

What the school should improve

• Leaders should ensure that school improvement priorities precisely identify the underlying cause of any weaknesses and these priorities are acted upon quickly and effectively.
• Leaders should ensure that gaps in pupils' foundational knowledge and skills, notably reading fluency and handwriting, close rapidly so that pupils are well equipped to learn the across the curriculum.
• Leaders should ensure that staff accurately identify what pupils already know and can do, so that teachers make effective choices about how to teach the curriculum and when to move pupils' learning on.
• Leaders should ensure that pupils' achievement improves to be more consistent over time, so that a greater proportion of pupils are better prepared for their next stage of education.
• Leaders should ensure that pupils' persistent absence rates continue to reduce and the strategies they use result in high attendance for all groups of pupils over time.

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