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		<title><![CDATA[Ribbleton Avenue Methodist Junior School News Feed - Ofsted Report ]]></title>
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Safeguarding standards 

Met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone&#39;s responsibility and concerns are actively
identified, acted upon and managed. As a result, pupils are made safer and feel safe.

&nbsp;

Attendance and behaviour

Expected standard
Leaders work closely with families to address the underlying issues that stop pupils coming
into school. They closely monitor the attendance of every pupil. Leaders review the
effectiveness of the strategies they use. As a result of these actions, pupils, including those
with special educational needs and/or disabilities (SEND), attend school regularly. Few
pupils are persistently absent. Most pupils benefit from the breakfast club, where they enjoy
a healthy breakfast and take part in the organised sports activities on offer. Pupils are
rewarded for their attendance with an award, such as going to a music concert.
Pupils generally behave well in lessons and display positive attitudes to their work. They
welcome the well-established morning routines and sense of order that leaders have put in
place. Pupils behave well at social times on the playground. The structured games and
activities that staff provide help pupils to play together harmoniously. Any negative behaviour
incidents, including bullying or online issues, are dealt with swiftly by staff. Leaders help
pupils, including those with SEND, to manage their emotions well when they are upset.
Pupils use the &lsquo;peace room&rsquo; or have some time in the &lsquo;heart room&rsquo; where trained staff
support them quickly to return to class.

&nbsp;

Curriculum and teaching

Expected standard
Leaders have improved the curriculum since the previous inspection by including clear end
points. Historically, this was not the case. This meant that pupils could not consistently
develop their knowledge across all subjects. Now there is a broad and well-considered
curriculum that sets out clearly what pupils should know and understand. Teachers have
been trained well to teach the curriculum. They learn from specialist teachers, which builds
their subject expertise.
Typically, teachers make carefully considered adjustments to their teaching. This means that
generally, pupils, including those with special educational needs and/or disabilities,
successfully build their knowledge over time. Leaders ensure that teachers have access to
professional development in mathematics to deliver the curriculum well. Teachers usually
provide the resources that pupils need to tackle new concepts successfully.
Leaders have acted to address previous weaknesses in the teaching of writing. They have
supported staff with purposeful training to think carefully about what pupils should learn and
when this should happen. This means that pupils are now securing a better grasp of
punctuation, spelling and grammar in their written work.
Reading is a high priority. Staff are well equipped to teach pupils the essential reading skills
that they need for future success. Staff model reading using expression to ignite pupils&#39;
interest in books.

&nbsp;

Inclusion 

Expected standard
Leaders include and welcome everyone at the school. As a result, pupils feel that they
belong. Well-trained leaders support staff to identify pupils&rsquo; learning and wellbeing needs.
Typically, pupils with special educational needs and/or disabilities (SEND) and those who
speak English as an additional language receive the support they need to overcome the
barriers they face in their lives. Leaders and staff identify clear short-term goals to reduce
the obstacles that stop pupils from learning the curriculum well.
On the whole, leaders use the additional money that the school receives to support
disadvantaged pupils well. For example, leaders ensure that pupils access support to
manage their emotions at times of personal stress. Leaders provide these pupils with a wide
range of outdoor learning and support them to attend school when they should.
Pupils, including those who face barriers to learning because of emotional struggles,
welcome the access they have to the school&#39;s &lsquo;heart room&rsquo;. Here, they work through their
anxiety with the help of well-trained staff. Leaders make prudent use of advice from external
professionals, such as educational psychologists and specialist teachers, to address the
difficulties in learning that some pupils with SEND face.

&nbsp;

Leadership and governance 

Expected standard
Leaders have a clear and accurate understanding of the school&rsquo;s strengths. They have also
identified the right areas to develop further. For example, they have made changes to the
curriculum to make sure that pupils gain basic skills early in their education journey. They
have also been very successful in ensuring that pupils attend school regularly. Leaders have
established clear support to improve pupils&rsquo; wellbeing, including for pupils with special
educational needs and/or disabilities (SEND).
Leaders place the needs of pupils at the heart of their decision-making. They make sure that
pupils&rsquo; emotional needs are carefully prioritised and supported so they can gain full benefit
from the education they receive. The school takes action to ensure that obstacles to pupils&rsquo;
success are reduced.
Leaders are visible across the school community and ensure that they are available to
speak with parents and carers. They provide support for families and secure help from
outside agencies when this is needed. Leaders ensure that staff access and benefit from
professional learning to develop their curriculum knowledge and skills and to keep pupils
safe. This helps them to develop their teaching expertise as leaders intend. Staff are happy
working at the school and their wellbeing and workload are safeguarded.
Governors meet their statutory duties. They are knowledgeable and show a deep
commitment to the school. Governors typically hold leaders to account for their actions.
They ensure that leaders use the pupil premium funding well to support pupils who are
disadvantaged in line with national guidance.

&nbsp;

Leadership and governance

Expected standard
Leaders have a clear and accurate understanding of the school&rsquo;s strengths. They have also
identified the right areas to develop further. For example, they have made changes to the
curriculum to make sure that pupils gain basic skills early in their education journey. They
have also been very successful in ensuring that pupils attend school regularly. Leaders have
established clear support to improve pupils&rsquo; wellbeing, including for pupils with special
educational needs and/or disabilities (SEND).
Leaders place the needs of pupils at the heart of their decision-making. They make sure that
pupils&rsquo; emotional needs are carefully prioritised and supported so they can gain full benefit
from the education they receive. The school takes action to ensure that obstacles to pupils&rsquo;
success are reduced.
Leaders are visible across the school community and ensure that they are available to
speak with parents and carers. They provide support for families and secure help from
outside agencies when this is needed. Leaders ensure that staff access and benefit from
professional learning to develop their curriculum knowledge and skills and to keep pupils
safe. This helps them to develop their teaching expertise as leaders intend. Staff are happy
working at the school and their wellbeing and workload are safeguarded.
Governors meet their statutory duties. They are knowledgeable and show a deep
commitment to the school. Governors typically hold leaders to account for their actions.
They ensure that leaders use the pupil premium funding well to support pupils who are
disadvantaged in line with national guidance.

Achievement

Needs attention
Over time, by the end of Year 6, pupils&#39; attainment in reading, writing and mathematics has
been below the national average. Recent changes to the curriculum mean that current
pupils are achieving better than they did in the past. This is especially true for younger
pupils, who gain secure foundations in reading, writing and mathematics. However, older
pupils have not typically secured the knowledge they need to move on to the next steps in
education. This is particularly the case in mathematics and writing, where some gaps
persist. As a result, pupils are not as well prepared for their next stage of education as they
should be.
In contrast, the high number of pupils who face barriers to their learning generally learn well.
For example, pupils with special educational needs and/or disabilities make positive strides
forward in their knowledge and skills across the curriculum.

What it&#39;s like to be a pupil at this school
Pupils are proud of their caring and supportive school. They are warmly welcomed into
school by staff who know them and their families well. Pupils benefit from the timely actions
that leaders take to help them attend school regularly. Pupils&#39; attendance rates are broadly
average.


Pupils are safe at school. They know who to turn to if they need help to solve problems and
to resolve unkindness. This includes bullying. Pupils have a deep knowledge of how to keep
themselves safe online. Typically, pupils behave well and enjoy their learning. They show
respect for adults and each other.


The school&rsquo;s carefully considered curriculum is suitably broad and provides a wealth of
opportunities for learning outside the classroom. Pupils have a well-formed understanding of
the natural world. They grow vegetables at school. Pupils research which birds occur in the
school&#39;s locality and the wider world.


Barriers to pupils&rsquo; learning are identified quickly by well-trained staff. This means that pupils
with special educational needs and/or disabilities and those who face other challenges in
their lives are generally well supported. Typically, this enables them to learn the curriculum
well. Pupils&rsquo; emotional, social and personal needs are prioritised by leaders and staff. They
receive the help that they need to manage their emotions when they are upset.


Over time, some pupils have not attained as well as they should in the reading, writing and
mathematics tests and assessments completed at the end of Year 6. This means they are
not as fully prepared for secondary school as they could be. Current pupils are making
better progress through the curriculum. Pupils are beginning to secure the basic skills they
need to learn better. Even so, some pupils have gaps in their learning, which hampers their
successful learning across the curriculum.

&nbsp;

Next steps


	Leaders should ensure that staff understand and teach the school&#39;s new writing curriculum consistently so that pupils achieve the standards expected of them at the end of their time at the school.
	Leaders should continue to ensure that pupils&#39; historic gaps in knowledge in mathematics and writing are secured to enable pupils to achieve better and improve attainment for pupils at the end of Year 6.
	Leaders should ensure that teachers provide pupils with the resources they need to tackle new concepts in mathematics successfully.

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