Riversdale Primary School

What Ofsted said

From the inspection on 11 July 2023

Pupils are rightly proud to be a part of this inclusive, welcoming and kind school. Staff have consistent expectations for behaviour, and these are understood by pupils, who exemplify the Riversdale values each day. For example, pupils vote for who should win the class conduct award each week. As a result, the school is respectful, calm and orderly. This helps to ensure that pupils feel safe and are kept safe at school. Pupils study a broad and interesting curriculum. In some subjects, they develop a deep body of knowledge and produce work of good quality. However, there are subjects where this is not the case because the curriculum is at an earlier stage of design. Pupils develop as leaders and take on additional responsibilities. These include being sports leaders, where older pupils help their younger peers. Pupils enjoy taking part in the range of additional activities available, including yoga, choir, upcycling and dance fitness exercise. Pupils make a positive contribution to society. For example, the school council has raised funds for charities, such as one supporting relief efforts in Syria.

What the school should improve

• In some subjects, the curriculum is at an earlier stage of design. In these areas, the most important ideas that pupils need to learn and remember have not been clearly defined. Therefore, teachers do not routinely focus on or check that pupils have secured the right knowledge in sufficient depth. Leaders should ensure that they identify what they expect pupils to learn. This should be sequenced to allow pupils to practise and embed their learning. Leaders should also check that teachers implement the curriculum in these subjects with sufficient precision, checking that pupils are securing the knowledge they need.
• There are inconsistencies in how well the phonics programme is implemented. As a result, some pupils who struggle with reading are not sufficiently supported to develop as accurate, fluent and confident readers. Leaders should check that staff implement the phonics programme with accuracy and precision, providing additional training and support where needed.
• Leaders and those responsible for governance do not use the information they gather about the school's effectiveness with precision. As a result, they do not have sufficient oversight of the priorities for improvement or progress towards achieving these. Leaders should ensure that they use the information they gather to check on the impact of their work and to plan future improvements.

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