Ryvers Primary School Closed - academy converter May 31, 2012
phone: 01753 *** ***
headteacher: Miss Caroline Dulon
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Close date
- May 31, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 499942, Northing: 179281
- GPS coordinates
- Latitude: 51.504, Longitude: -0.56146
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Feb. 22, 2012
- Region › Const. › Ward
- South East › Slough › Kedermister
- Urban > 10k - less sparse
- SEN priorities
- ASD - Autistic Spectrum Disorder
- Special classes
- Has Special Classes
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Ryvers School SL37TS (599 pupils)
- 0.3 miles Langleywood School SL37EF
- 0.4 miles Castleview Primary School SL37LJ
- 0.4 miles The Langley Academy SL37EF (1119 pupils)
- 0.4 miles Castleview Primary School SL37LJ (609 pupils)
- 0.5 miles Langley Grammar School SL37QS
- 0.5 miles The Langley Manor Preparatory School SL36BZ
- 0.5 miles Langley Grammar School SL37QS (1063 pupils)
- 0.6 miles St Bernard's Catholic Grammar School SL37AF (873 pupils)
- 0.7 miles Marish Junior School SL38NZ
- 0.7 miles Marish Infant School and Nursery Unit SL38NZ
- 0.7 miles Slough Grammar School SL37PR
- 0.7 miles St Bernard's Preparatory School SL11TB (237 pupils)
- 0.7 miles East Berkshire College SL38BY
- 0.7 miles Marish Primary School SL38NZ
- 0.7 miles Upton Court Grammar School SL37PR (1063 pupils)
- 0.7 miles Langley Hall Primary Academy SL38GW (667 pupils)
- 0.7 miles Marish Primary School SL38NZ (705 pupils)
- 0.8 miles Holy Family Catholic Primary School SL38NF (479 pupils)
- 1 mile St Mary's Church of England Primary School SL12AR (526 pupils)
- 1 mile Long Close School SL37LU (310 pupils)
- 1.1 mile Lea Nursery School SL25JW (130 pupils)
- 1.1 mile Foxborough Primary School SL38TX
- 1.1 mile Foxborough Primary School SL38TX (367 pupils)
|Inspection date(s)||22–23 February 2012|
Ryvers Primary School
|Unique reference number||109934|
|Inspection dates||22–23 February 2012|
|Lead inspector||Denise Morris|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||537|
|Appropriate authority||The governing body|
|Date of previous school inspection||20–21 November 2008|
|School address||Trelawney Avenue|
|Telephone number||01753 544474|
|Fax number||01753 594064|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Denise Morris||Additional inspector|
|Bill James||Additional inspector|
|Andrew Lyons||Additional inspector|
This inspection was carried out with two days’ notice. Inspectors observed 21 lessons
taught by 17 different teachers. Several lessons were observed jointly with senior
managers. Meetings were held with members of the governing body, school leaders,
staff and groups of pupils. Inspectors took account of the responses to the on-line
questionnaire (Parent View) in planning the inspection. They observed the school’s
work, and looked at pupils’ books, school planning documents and safeguarding
information. Inspectors analysed 166 questionnaires from parents and carers, and
questionnaires completed by pupils and staff.
Information about the school
This much larger than average-sized primary school serves a culturally diverse area.
About three quarters of the pupils are from minority ethnic groups, which is a higher
proportion than average, and an above-average proportion speak English as an
additional language. The proportion of pupils known to be eligible for free school
meals is average. The proportion of disabled pupils and those with special
educational needs is also average. However, more pupils than average have a
statement of special educational needs. The school has specially resourced provision
for eight pupils with autism spectrum disorders. The Early Years Foundation Stage
comprises a Nursery and two Reception classes. The school meets the current floor
standard standards, which set the minimum expectations for pupils’ attainment and
progress. Before- and after-school care is managed by the governing body. The
headteacher has been in post for two years.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school where pupils achieve well and attainment is rising. High
levels of staff training, strong collaboration with other local schools, the
implementation of a new enriched curriculum, and a clear focus on the teaching
of phonics (linking letters with the sounds they make) underpin the school’s
quality. The school is not outstanding because progress in writing for older
pupils is not as strong as their progress in reading and mathematics.
- All groups of pupils achieve well during their time at the school, including
disabled pupils and those with special educational needs, pupils in the specially
resourced unit and the high proportion of pupils who speak English as an
additional language. Pupils make good progress in learning, often from low
starting points. Attainment is broadly average by Year 6.
- Teaching is good and typically extends pupils’ learning well through searching
questioning and challenging tasks. Occasionally, writing tasks do not match
individual pupils’ abilities, particularly in Years 3 to 6. Although pupils’ writing
skills are assessed regularly, the information collected is not used consistently
in all classes. Consequently, pupils’ progress in writing is slower than in reading
- Pupils behave well and say they feel safe and secure at school. Good
relationships and a strong emphasis on promoting pupils’ spiritual, moral, social
and cultural development prepare pupils well for the next stage of their
- Leaders and managers, and the governing body, create a warm and welcoming
ethos in which all pupils thrive. The good leadership of teaching and learning,
and constant focus on staff training, have consolidated and improved upon
pupils’ achievement since the previous inspection. This, and the effective and
regular checks on staff performance, has led to improvements in pupils’
What does the school need to do to improve further?
- Improve the teaching of writing, and pupils’ achievement in writing, by March
ensuring that teachers set tasks that match pupils’ individual needs more
making improved and consistent use of assessment information to plan
pupils’ next steps of learning and to provide a clearer view of each pupil’s
progress in writing
robustly monitoring the quality of planning and the progress of all groups
in their writing activities.
Achievement of pupils
Pupils make good progress throughout the school to reach broadly average levels of
attainment. Parents and carers agree that their children achieve well. Pupils make
the best progress in reading and mathematics. In reading, their attainment is
average by the end of Key Stage 1. By the time they leave the school at the end of
Year 6, it is above average. The impact of the rigorous phonics programme is evident
in pupils’ rising attainment in reading across the school. Pupils enjoy reading. Older
pupils confidently discuss the work of different authors they have read, describe
different types of prose and talk knowledgeably about their favourite authors and the
genre they enjoy the most.
Children’s abilities on entry to the Nursery and Reception classes are often well below
the levels expected for their age. Even though they achieve well in the Early Years
Foundation Stage, attainment is still below average on entry to Year 1. Achievement
is good throughout the school, including for disabled pupils and those with special
educational needs, those in the specially resourced unit, and those who speak
English as an additional language. The strong focus on language development helps
gaps in communication and literacy to close rapidly.
Learning is typically good in the Nursery and Reception classes because the well-
planned teaching helps children to make rapid progress in their personal skills and
academic learning. Children explore resources for themselves and engage in
imaginative play with their peers, making friends and improving their social and
moral skills, guided well by all the adults. In Years 1 and 2, pupils continue to make
good progress. This was illustrated by a mathematics lesson in Year 1, where pupils
developed good levels of independent thinking as they used number lines accurately
and confidently. About half of the class worked above the expected levels as they
calculated addition problems, with numbers to 100, quickly and efficiently. Pupils in
Years 3 to 6 make particularly good progress in reading and mathematics. This was
clearly evident in a guided reading lesson in Year 4, where pupils showed high levels
of confidence in tackling unfamiliar words and gathering information from text. The
development of writing skills is good overall. For older pupils in particular,
occasionally, tasks given are mismatched to ability, so that some are too difficult for
the pupils to whom they are given, while some of the higher attaining pupils are not
challenged by their tasks.
Quality of teaching
Parents and carers who responded to the questionnaire agree that teaching is good.
Good curricular planning in the Early Years Foundation Stage ensures that children’s
knowledge of sounds and letters improves rapidly through regular practice and
exciting tasks. Teachers throughout the school have mostly high expectations of their
pupils and this is reflected in the way that they offer individual support and
encourage pupils to deepen their understanding through carefully focused questions.
Teachers successfully engage pupils in learning through positive relationships, a
lively curriculum and a supportive approach, so that pupils readily approach them for
help, which helps to develop confidence and self-esteem. The vast majority of
lessons move at a brisk pace and use resources well. Teaching assistants support
learning effectively. In Year 4, for example, good support from the teaching assistant
enabled pupils of different abilities to make good progress in reading. Astute
prompting helped the lower attaining pupils to attempt unknown words and ensured
their success. A strong focus on phonics teaching is helping to improve attainment in
reading and writing, and skilful staff regularly help pupils to deepen their
understanding so that they achieve well in all aspects of reading. Reading records
across the school are carefully checked by staff to ensure that pupils read regularly
at home and at school. In the specially resourced provision, teachers know pupils
well and provide effective support to ensure that they achieve well.
For the vast majority of the time, teachers in each year group plan effectively
together to ensure a consistent approach. The planned curriculum makes a strong
impact on the promotion of pupils’ spiritual, moral, social and cultural development,
including through religious education, creative subjects and opportunities for being
involved in discussions on moral and social issues. Just occasionally, lesson planning
does not take account of all pupils’ individual writing abilities. As a result, progress in
these lessons dips and too little writing is completed. Marking is regular and helpful.
For older pupils, it clearly indicates the levels they are aiming for and how to achieve
Behaviour and safety of pupils
Pupils attend school regularly. They behave well in and around the school and are
supportive of each other. They enjoy their learning and play well together at
playtimes. Almost all pupils, including those in the Nursery and Reception classes and
those in the area resource base, respond well to the schools’ strategies to promote
their good behaviour and safety, and the school’s emphasis, through good pastoral
care, on ensuring that all pupils have an equal chance to learn and to thrive. High
levels of playground supervision have a positive impact on the calm atmosphere in
the playground, and the warm relationships that support pupils’ good spiritual, moral,
social and cultural development. Pupils, parents and carers say that behaviour is
good. ‘The children at Ryvers come from a diverse range of backgrounds yet they
are all taught the same values and good behaviour is encouraged,’ said one, adding,
‘The school deals with any issues effectively.’ A very few parents suggest that
learning can be disrupted by the behaviour of a small minority of pupils. Inspectors
found behaviour to be consistently good and records showed that this reflects the
behaviour of pupils over time.
Pupils say that they enjoy school and feel safe and secure. Almost all of the parents
and carers who responded to the inspection questionnaires believe that their child is
kept safe. The curriculum provides many opportunities for pupils to learn about
safety. Pupils say that there is no bullying at school, whether through harassment,
name-calling or racism, and that any unkind behaviour is quickly dealt with by staff.
Inspection evidence found no evidence of bullying of any kind, including cyber-
bullying or prejudiced-based bullying.
Leadership and management
The headteacher and senior leaders including governors have successfully created a
warm and welcoming environment in which pupils feel valued. Strong focus on staff
and leadership training over the past two years has consolidated and strengthened
the contribution of middle and senior leaders. This is having a positive impact on
pupils’ achievement. The school has a successful track record in dealing with the
issues identified for improvement at the previous inspection. Consequently, pupils are
now fully involved in setting and measuring their own targets. Pupils’ achievements
are tracked regularly, although the use of assessment data to plan improvements is
in the early stages of development. These improvements have produced clear
evidence that the vast majority of pupils make better than expected progress. These
successes, along with the accurate self-evaluation and the sharp focus on well-
chosen priorities for development, demonstrate the school’s good capacity to
improve the school further. Parents and carers agree with inspectors that the school
is well led.
Leaders and managers have rigorously reviewed and enriched the curriculum. It now
provides imaginative and creative opportunities for learning and to promote pupils’
spiritual, moral, social and cultural development. A recent project on the forthcoming
Olympic Games has led to some creative writing, creative art activities and an
increased cultural knowledge. The curriculum for pupils in the special resource base
ensures equal access to all opportunities and provides a broad range of tasks specific
to the pupils’ particular needs, promoting their good progress. Before-and after-
school care is well run and provides good pastoral safe support for those who attend.
Judicious management of staff performance has led to collaborative working with
local schools. This has increased expertise among staff, for instance in checking and
moderating pupils’ work. Within school, effective partnership work ensures that
planning is consistent across year groups and that teachers support each other and
share ideas. The school promotes equality well and tackles any discrimination
rigorously through curriculum activities that are well designed to meet the needs of
all groups fully and promote learning for all pupils, whatever their background or
Safeguarding procedures meet statutory requirements. They ensure that pupils are
safe and well cared for with no cause for concern.
What inspection judgements mean
|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|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
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.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools i nclude special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and 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 governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
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.
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.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
27 February 2012
Inspection of Ryvers Primary School, Slough SL3 7TS
Thank you for the welcome you gave me when I inspected your school recently. It
was lovely to meet and talk with you. You told me many things about your school,
such as what you like doing and how well you are achieving. You also told me that
the school keeps you safe and secure at school.
Your school provides you with a good education. There are many positive things in
your school that leads to your good achievement and attitudes to learning. You
behave well. You all benefit from the good teaching. It was very clear from our
discussions, and from the answers to the questionnaires that I received from you and
your parents and carers, that you are happy at school. However, sometimes, writing
tasks are too easy for some pupils and too hard for others. This is particularly true in
the classes for pupils in Years 3 to 6.
Your headteacher and the other managers want to make your school even better.
To make the school even better, I have asked the school’s leaders to make sure you
are given writing tasks that are just right for your ability and that really make you
think, so that you all achieve even better. I am also asking your teachers to make full
use of the information they gather when they check your work, to plan your next
You can help by continuing to work hard, and letting the teacher know if you think
the work you are given is too easy, or too hard.