Riverside Meadows Academy

What Ofsted said

From the inspection on 24 June 2025

The story of this school is a tale of two sites. Pupils' experiences on each site are as far apart academically and personally as they are geographically. Pupils who attend school at St Neots experience a culture of low expectation. Teaching does not meet pupils' needs or inspire them to learn. Consequently, pupils do not place high value on their learning. Many opt out and disengage. The school has not made it clear how pupils should behave. There is a lack of consistency in helping pupils manage their emotions when this is needed. As a result, swearing is commonplace. Learning is frequently disrupted. Many pupils are frustrated by the poor provision that they experience. Pupils in Wisbech are benefiting from the improvements that new school and trust leaders have made. A sense of togetherness and trust between staff and pupils is valued by all. While many pupils still do not learn as well as they should, this situation is getting better. There is a renewed aspiration from staff in what pupils can achieve. Pupils have responded by working hard. The quality of their work has improved. Pupils at Wisbech behave well. They are proud of what they are now achieving. They happily share their own and each other's successes.

What the school should improve

• The school has not ensured that the curriculum sets out how pupils' existing knowledge helps them secure new learning. This means that teaching does not explicitly link new knowledge to what pupils already know. Consequently, pupils find it difficult to secure new knowledge and do not learn as well as they should. The school and trust must ensure that the curriculum clearly sets out how prior learning links to new knowledge.
• The school has not ensured that staff have the subject and pedagogical knowledge they need to teach the curriculum as intended. As a result, teaching does not provide pupils with the clear explanations of new information, adaptations that help them engage or suitable activities they need to secure learning. The school and trust must ensure that staff have the subject and pedagogical knowledge to teach the curriculum as designed.
• Some of the strategies to support pupils who struggle to attend school regularly often lack the focus to directly address individual pupils' needs and barriers. This means that some pupils do not feel adequately supported to return to school. The school and trust must ensure that the support provided to pupils addresses their individual barriers to attending school regularly and often.
• The school has not ensured that staff have a shared understanding of its vision and how it will be realised. This means that staff do not understand why changes are implemented. It has also led to marked differences in the provision between the two sites. A lack of performance indicators means staff and trustees are unable to measure how well actions are impacting on pupils' experience. The school and trust must ensure that staff and trustees understand and share its vision and how this will be realised in their practice.

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