School etc

Ridgeway Primary School

Ridgeway Primary School
Grange Road

phone: 01543 510470

headteacher: Mrs Joanne Jelves

reveal email: off…

school holidays: via Staffordshire council

344 pupils aged 4—10y mixed gender
358 pupils capacity: 96% full

200 boys 57%


145 girls 42%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 405231, Northing: 308174
GPS coordinates
Latitude: 52.671, Longitude: -1.9241
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 10, 2011
Region › Const. › Ward
West Midlands › Lichfield › Summerfield
Urban > 10k - less sparse
Free school meals %

rooms to rent in Burntwood

Schools nearby

  1. 0.1 miles Ridgeway Middle School WS78TP
  2. 0.4 miles Springhill Primary School WS74UN
  3. 0.4 miles Springhill Middle School WS78UN
  4. 0.4 miles Springhill Primary Academy WS74UN (200 pupils)
  5. 0.5 miles Chasetown Primary School WS78QL
  6. 0.5 miles St Joseph and St Theresa Catholic Primary WS73XL (209 pupils)
  7. 0.5 miles Chasetown Specialist Sports College WS73QW
  8. 0.5 miles Erasmus Darwin Academy WS73QW (923 pupils)
  9. 0.6 miles Chasetown Community School WS73QL (68 pupils)
  10. 0.7 miles Park Primary School WS70BN
  11. 0.9 miles Chase Terrace Primary School WS71AH (336 pupils)
  12. 0.9 miles Highfields Primary School WS79BT (206 pupils)
  13. 0.9 miles Chase Terrace Technology College WS72DB (1319 pupils)
  14. 0.9 miles Chase Terrace Middle School WS78AJ
  15. 1.1 mile Fulfen Primary School WS79BJ (390 pupils)
  16. 1.2 mile Watling Street Primary School WS87LW (236 pupils)
  17. 1.2 mile Brownhills School WS87QG (649 pupils)
  18. 1.4 mile St Bernadette's Catholic Primary School WS86HX (183 pupils)
  19. 1.4 mile Boney Hay Primary School WS72PF (127 pupils)
  20. 1.4 mile Holly Grove Primary School WS71LU (347 pupils)
  21. 1.5 mile Boney Hay Middle School WS78PF
  22. 1.6 mile Ogley Hay Junior School WS86AE
  23. 1.6 mile Brownhills West Primary School WS87LA (179 pupils)
  24. 1.6 mile St James Primary School WS86AE (173 pupils)

List of schools in Burntwood

Age group 4–11
Inspection date(s) 10–11 November 2011
Inspection number 380835

Ridgeway Primary School

Inspection report

Unique Reference Number 124214
Local Authority Staffordshire
Inspect ion number 380835
Inspect ion dates 10–11 November 2011
Report ing inspector John Horwood

This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare provision, managed by the governing body, was inspected under section 49 of
the Childcare Act 2006.
The registered childcare provision, managed by the governing body, was inspected u nder section 49 of
the Childcare Act 2006.
the Childcare Act 2006.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 315
Appropriate authority The governing body
Chair Pam Potter
Headteacher Joanne Jelves
Date of prev ious school inspection 28 Januar y 2009
School address Grange Road
Telephone number 01543 510470
Fax number 01543 510475
Email address reveal email: off…


This inspection was carried out by three additional inspectors. They observed 20
lessons taught by 16 teachers. Meetings were held with groups of staff, members of
the governing body and discussions were held with some pupils. Inspectors observed

the school’s work and looked at documentation including pupils’ work, minutes of
meetings, records of pupils’ progress and school policies. The responses to 76

questionnaires from parents and carers, 11 questionnaires from staff and 102
questionnaires from pupils were scrutinised.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Are the most able pupils able to make as much progress as they should?
  • Have there been significant improvements in the impact of the school’s
    provision to promote community cohesion?
  • Did all groups of pupils make good progress last year and is this continuing to
    be the case this year?

Information about the school

Ridgeway Primary School is a larger than the average primary school. Most pupils
come from White British backgrounds and very few speak English as an additional
language. The proportion of pupils known to be eligible for free school meals is lower
than in most schools. The school has an average proportion of pupils who have
special educational needs and/or disabilities and their needs cover a broad spectrum.
Four new teachers joined the school in September 2011. The school has achieved
several awards including Healthy School status and the Gold Active Mark. There is a
privately managed Nursery on the school site, which is inspected and reported upon,

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

Ridgeway Primary provides a good education. The school was described by a group

of pupils as ‘the best school because it gives much support and encourages mutual

respect for everyone’. Staff and pupils are happy and there is a strong focus on
giving all pupils the best possible opportunities to achieve well in a safe and secure
environment. Pupils enjoy school; this is reflected in their above average rate of
attendance. All pupils make good progress from their starting points although in past
years progress has not been uniform as they moved through the school. However,
teaching has improved and learning is now consistently good across all year groups.
The headteacher provides excellent leadership of a strong leadership team. The self-
evaluation document provided by the school is extremely accurate and shows that
leaders and managers have a good understanding of the strengths and areas which
require developing in the school. They have correctly identified the need to improve
reading and writing and have recently procured a whole school system which is being
introduced. There has been good progress on improving the issues identified during
the last inspection. The provision for more able pupils is now good and the
effectiveness of community cohesion is outstanding. The school has a good capacity
for sustained improvement. As part of the outstanding community cohesion provision
the school has carried out a comprehensive audit of the community and monitors the
impact of its provision closely. Pupils now have excellent opportunities for direct
contact with pupils from a range of differing backgrounds as well as communication
links with those in different countries. They have a good understanding of the
importance of maintaining a cohesive society. Cohesion within the school and local
community is outstanding.

Fundamental to the school’s success is the improvement in teaching. Good quality

professional development of staff has taken place and good appointments have been
made to fill vacancies. Teachers use assessment data effectively to monitor pupils’
progress and pupils are becoming more involved in assessing their own progress.

However, teachers’ marking of pupils’ work does not consistently give them enough

guidance on how to improve their work and there is not always evidence that they
have taken note of this advice. Pupils agree that adults in the school help them to
learn and that they know how well they are doing at school. Those pupils who have
special educational needs and/or disabilities are well supported in class and have
additional individual support when necessary. Their progress has also improved and
is now good. Pupils have an outstanding approach to leading a healthy lifestyle. They
eat healthy food, drink water frequently and join in enthusiastically with the sporting

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

activities available to them. Through the curriculum provision they gain a good
understanding of health dangers that they may face in the future. They confidently
engage in conversations about healthy lifestyles and encourage others to follow their

What does the school need to do to improve further?

  • Raise attainment especially in English by:
    ensuring that teachers’ marking of pupils’ work consistently gives them
    clear guidance on how to improve and they check that pupils respond to
    their comments
    embedding the recently introduced whole school literacy scheme.
    Pupils make good progress from their below average starting points to reach broadly
    average attainment by the time they leave school. Recent improvement in the
    progress made in the Early Years Foundation Stage has resulted in pupils now
    entering Key Stage 1 with broadly average levels of attainment. In 2011 attainment
    at the end of Year 6 was above average in mathematics and broadly average in
    English. Achievement is good. Pupils are helped to learn in lessons because their
    behaviour is consistently good and they have positive attitudes to learning. There are
    good relationships between pupils and adults and this encourages pupils to ask and
    answer questions confidently. Pupils say they enjoy lessons. This was clearly seen in
    a Year 1 phonics lesson when the teacher used role play and a high level of
    interaction to support learning. In a Year 5 English lesson, pupils’ made outstanding
    progress because they were able to use powerful verbs, and the work was extremely
    well matched to their abilities. Higher ability pupils were able to work with the
    teaching assistant in a small group where they have good opportunities for extended
    discussion and to explain their answers. In a Year 3 English lesson pupils made
    excellent progress learning how to make their writing more interesting through using
    ‘wow’ words. A short video clip enhanced pupils’ enthusiasm and they also responded
    well to good rapid questioning. Teaching was lively, enthusiastic and well-informed;
    it greatly enthused pupils’ learning and ensured there was exceptional challenge and
    pace throughout. All pupils achieve well and there are no significant variations in the
    achievement of any groups of pupils.
    Pupils are polite and confident. They identify many things they like about the school
    including the many sporting activities. They feel very safe and say any bullying is
    very rare and is dealt with quickly. Pupils are enthusiastic about the responsibilities
    they have in school. They say the school council is involved in decisions and that
    they ran a competition to produce lunch-time rules. Other duties include being library
    helpers, eco-club members and e-safety monitors. They all understand the need to
    stay healthy and know that they must not bring sweets and chocolate into school.
    They support the local and wider communities by raising money for charities which
    they choose. They know the levels they are working at and say that teachers always
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    tell them how they can improve. They show a good understanding of social skills and
    explain how they help staff and others at lunch time. All pupils have the opportunity
    to go on school trips and they have exciting memories of their trip to Shugborough
    Hall. They meet with pupils from other schools at sports activities and through
    partnership arrangements with other schools and local groups. This includes good
    opportunities to interact with those from different faiths or cultural backgrounds.
    Pupils spiritual, moral, social and cultural understanding is good.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achieve ment and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 2
Pupils’ behav iour 2
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spir itual, moral, social and cultural development 2

How effective is the provision?

Teachers have good subject knowledge and have good relationships with pupils.
Teachers and teaching assistants work well together to provide strong support and
guidance in lessons. During the inspection all lessons seen were good or better. In
good lessons the pace was brisk and work is well matched to pupils’ abilities. In the
outstanding lessons there was good pace and high level of challenge throughout.
Teachers set targets for pupils and this is well established across the school. They

mark pupils’ work regularly and generally give them good guidance on how to

improve. The guidance is better in mathematics than in literacy as there has recently
been a strong focus on improving mathematics. The curriculum is broad and

balanced and differentiated to meet pupils’ needs and interests. The development of

the creative curriculum is progressing well. Good use is made of extended
partnerships to enhance learning opportunities. The creative partnerships the school
has developed have been particularly effective for supporting specific needs. The
curriculum is identified by the local authority as an example of good practice. It is


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

enriched by a broad variety of visits including to museums and a mosque. The wide
range of extra-curricular activities is well supported. As part of the extended care,
there is a before school breakfast club and an after school club. These are popular
facilities for the pupils and provide a good range of activities in a safe environment.
The pastoral care provided is good.
Pupils, parents and carers agree that pupils are safe and well cared for in school.
Teachers develop individual education plans and plan good support for pupils with
special educational needs and/or disabilities who are well integrated in lessons.
Strong partnerships with external agencies provide additional assistance for pupils
academic and social needs. There are very effective links to support those pupils in
potentially vulnerable circumstances. The school provides good support for pupils in
their move to secondary school. There are effective procedures to promote good
behaviour and above average rates of attendance.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The senior leadership team is well established and provide good leadership and
management. Members share the same vision of improving the school for the benefit
of pupils and this is supported by all staff. Systems to support this improvement and
to raise the quality of teaching and learning are firmly embedded. The school has
good procedures to monitor and evaluate the effectiveness of its provision and staff
have an accurate understanding of its strengths and weaknesses. Members of the
governing body are committed and capable. They have systems in place to monitor
school performance and the views of parents and carers. This ensures they have a
good understanding of how the school works. They have an efficient committee
structure and are very effective in their role as a critical friend. Statutory
requirements are met.
The effectiveness with which the school promotes equal opportunities and tackles
discrimination is good. Safeguarding arrangements are good and there is good site
security. Systems to record the suitability of all staff to work in the school are
excellent. There is a comprehensive range of risk assessments in place. There are
good records of meetings with external agencies who support pupils whose
circumstances make them potentially vulnerable. School leaders carry out thorough
assessment and consultations and understand their community exceptionally well.
They have ensured that cohesion within the school is excellent and have developed

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

strong links with the wider and the global communities. High-quality systems are in
place to engage with parents and carers. These include a parent council for parents
and carers to be actively involved in decision-making processes. There are also
family learning workshops to provide opportunities for parents and carers to support
their children’s learning. There are excellent links with the local community and most
parents and carers are pleased with what the school provides.
The leadership and management of the extended services provided by the school are
good and make a significant contribution to the strong provision for care and
guidance and the partnership with parents and carers.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

The Early Years Foundation Stage incorporates extended provision for children from
the age of two through the Ridgeway Sunbeams nursery provision. All of the
requirements of the Early Years Foundation Stage provision for this group are fully in
place. There are two classes for younger children and two Reception classes for older
children. Attainment on entry is below the expected levels for their age. Children
make good progress and are doing as well as most children nationally by the end of
Reception. A pleasing, colourful learning environment is provided and children
respond by behaving well. Relationships with parents and carers are good. There are
many opportunities for parents and carers to see their children at work and to make

comments about what they do at home to be incorporated into the child’s learning

journal. The quality of teaching and learning is good and teachers provide a
structured variety of teacher-led activities and ones the child can choose on their
own. The outdoor areas are used throughout the day and provide a wide range of
opportunities. Staff care for children well and care, guidance and support are good,

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

particularly for children with additional needs. Adults talk to children regularly and
they encourage them to respond and so develop their language skills. Occasionally
there is a lack of pace and sometimes activities are not engaging enough and
children do not work at them long enough to get the full benefit.
Leadership of the Early Years Foundation Stage is good. Leaders have a good
knowledge of what is needed. Planning includes careful routine assessment activities
which enable staff to record attainment and to identify what is required for the next

stage in children’s learning. There is a high proportion of staff who are trained in

paediatric first aid and daily risk assessment checks are carried out to ensure the
safety and welfare of the children. The Early Years Foundation Stage provision within
the extended services provided fully meets requirements.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

Parents and carers all agree that their child enjoys school and the number who are in
agreement with all questions is higher than in most schools. Although some parents
and carers have concerns about how poor behaviour is dealt with, pupils confirm the
inspection evidence that behaviour is good. A few parents and carers raised concerns
over safety and the written comments indicated these are mainly associated with the
start and end of day procedures. These procedures are currently being reviewed by
the school and have already improved. Positive comments made by parents and
carers include ‘I am really pleased with Ridgeway, it caters for my whole child who is

now confident’ and ‘both my children are happy to come to school and enjoy the
numerous clubs that are on offer’. Other comments and views were considered as

part of the inspection process and contribute to the findings in the report.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Ridgeway Primar y School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 76 completed questionnaires by the end of the on-site inspection. In
total, there are 315 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 48 63 28 37 0 0 0 0
The school keeps my child
35 46 35 46 2 3 3 4
The school informs me about
my child’s progress
31 41 32 42 6 8 2 3
My child is making enough
progress at this school
36 47 31 41 3 4 1 1
The teaching is good at this
37 49 32 42 2 3 0 0
The school helps me to
support my child’s learning
37 49 29 38 4 5 2 3
The school helps my child to
have a healthy lifestyle
38 50 36 47 1 1 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
37 49 25 33 4 5 0 0
The school meets my child’s
particular needs
36 47 28 37 4 5 1 1
The school deals effectively
with unacceptable behaviour
31 41 28 37 13 17 0 0
The school takes account of
my suggestions and
32 42 32 42 5 7 1 1
The school is led and
managed effectively
38 50 28 37 4 5 2 3
Overall, I am happy with my
child’s experience at this
38 50 29 38 6 8 1 1


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    Progress: the rate at which pupils are learning in lessons and
    over longer periods of time. It is often measured
    by comparing the pupils’ attainment at the end of a
    key stage with their attainment when they started.
    14 November 2011
    Dear Pupils
    Inspection of Ridgeway Primary School, Burntwood, WS7 4TU
    Thank you for making us so welcome when we visited your school. We really enjoyed
    talking with you and looking at the work you do. Your school is giving you a good
    There are many things we admire about your school and these are a few of them.
  • You have an outstanding approach to adopting a healthy lifestyle.
  • The outstanding way the school helps you get on well with pupils from different
    backgrounds both locally and from other countries.
  • You enjoy school and attend regularly.
  • You tell us that you feel very safe in the school because behaviour is good.
  • You all make good progress as a result of good teaching.
  • There are good relationships throughout the school.
  • A large number of you take part in the many after-school clubs and activities
    which the school provides.
    These are the things we have asked the school to do to make it even better.
  • Ensure when teachers mark your work they always give you advice on how to
    improve your work and check that you take their advice.
  • Extend the whole school reading and writing scheme to all year groups.
    All of you can help the school move forward by continuing to work hard. We wish
    you every success in the future.
    Yours sincerely
    John Horwood
    Lead inspector

print / save trees, print less