Roydon Primary Academy

What Ofsted said

From the inspection on 8 May 2024

Roydon Primary Academy is a welcoming and inclusive school. Pupils are happy, and they achieve well. The school has high expectations for all. Pupils have regular opportunities to recall and apply prior learning, this is helping them to remember important knowledge over time. The school's 'E.A.R.T.H' (empathy, achievement, resilience, teamwork and healthy living) values support pupils to strive to do their best. Pupils learn about empathy and how they can live a good life at home and at school. Pupils behave well in lessons and during playtime. They maintain high levels of focus and collaborate effectively with their peers. Pupils consistently follow the school rules. This helps them to feel safe. Pupils across the school enjoy playing together at lunchtimes. Pupils make a difference to their school community with leadership roles such as play leaders and school council. In Year 6, pupils develop these skills further through additional roles such as: the junior leadership team, house captains, and curriculum and reading leaders. Pupils enjoy taking part in a range of visits, experiences and musical sessions through the Roydon Pledge. This helps them to develop their musical talents, such as learning the glockenspiel or the ukulele.

What the school should improve

• In some subjects, teachers do not consistently give pupils work that meets the ambition of the curriculum. The work they are given is often too easy for them, which causes them to lose focus on their learning. Pupils do not have sufficient opportunities to complete more-challenging work that deepens their understanding. This means that some pupils are not achieving as well as they should. The school needs to ensure that teachers plan and deliver lessons that allow pupils to access appropriately demanding tasks in lessons. This will ensure they secure the knowledge they need to achieve highly and remain focused in lessons.
• In some subjects, teachers do not plan sufficient opportunities to check pupils' understanding or to allow them to practise their skills. Where this happens, pupils can lose focus and are not fully engaged in the learning. Leaders need to ensure that teachers use appropriate strategies to ensure pupils maintain high levels of engagement so they do not fall behind in their learning.

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