Riverdale Primary School

What Ofsted said

From the inspection on 28 January 2026

Caring staff at this school support pupils to succeed. Staff know pupils very well and remove barriers to learning with skill and compassion. Pupils enjoy their learning and are keen to do well. In the early years and key stage 1, pupils develop effective reading, writing and mathematics skills. They enjoy phonics and reading sessions. They learn through hands-on activities. Teachers explain new ideas clearly and give pupils time to practise their learning until they gain confidence. Children in the early years make a successful start to their education. Pupils are proud of their achievements and are well prepared for key stage 2. Further up the school, learning is less secure. Staff do not consistently identify or correct pupils' mistakes in a timely manner. Some pupils do not achieve as well as they should. This slows some pupils' progress and hinders their readiness for their next steps in learning. For example, they struggle to remember key words and ideas over time. Staff in the 'HIVE' provision provide valuable support for pupils who need help managing their emotions. This helps pupils to focus on their learning. Pupils’ relationships with staff are positive, and they trust adults to listen and to support them. Pupils with special educational needs and/or disabilities learn with their classmates. They use adapted tasks and visual aids to help them. Pupils enjoy school and feel safe and well cared for. They know that it is a place where everyone is understanding and kind. Pupils know who to speak with if they have worries. Behaviour is calm and pupils work well together in lessons. Breaktimes are friendly and social occasions. The staff are quick to support pupils and address bullying quickly and effectively. Responsibilities, such as class and corridor monitors, help pupils contribute to school life. Many pupils enjoy choir and performing at local events. Pupils also help to organise fairs and charity activities, which builds their confidence and pride.

What the school should improve

• Leaders should continue their work to strengthen the consistency in curriculum delivery, especially in reading, writing and mathematics, to help pupils remember and know more consistently over time.
• Leaders should ensure that teachers’ checks on learning consistently identify and address pupils’ errors/misconceptions, so that gaps in pupils' knowledge close quickly.
• Leaders at all levels should continue to check and ensure that their improvement strategies are having the desired impact.

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