School etc

The Ridge Primary School

The Ridge Primary School
Gregory Road
West Midlands

phone: 01384 818800

headteacher: Mrs Deborah Hudson Bed Hons Npqh

reveal email: i…


school holidays: via Dudley council

205 pupils aged 4—10y mixed gender
210 pupils capacity: 98% full

105 boys 51%


100 girls 49%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 388395, Northing: 284275
GPS coordinates
Latitude: 52.456, Longitude: -2.1722
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 27, 2014
Region › Const. › Ward
West Midlands › Stourbridge › Norton
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Stourbridge

Schools nearby

  1. 0.1 miles Ridgewood High School DY83NQ (777 pupils)
  2. 0.1 miles High Park School DY83NQ
  3. 0.6 miles Gig Mill Primary School DY83HL (545 pupils)
  4. 0.6 miles The Longlands School DY83XB
  5. 0.7 miles St James's CofE Primary School DY84RU (372 pupils)
  6. 0.8 miles Beauty Bank Primary School DY81XF
  7. 1 mile Greenfield Primary School DY81AL (281 pupils)
  8. 1 mile King Edward VI College Stourbridge DY81TD
  9. 1.1 mile Ashwood Park Primary School DY85DJ (325 pupils)
  10. 1.1 mile Glasshouse College DY84HF
  11. 1.2 mile Amblecote Primary School DY84DQ (272 pupils)
  12. 1.2 mile Old Swinford Hospital DY81QX (632 pupils)
  13. 1.3 mile St Joseph's RC Primary School DY82DT (202 pupils)
  14. 1.3 mile Elmfield Rudolf Steiner School Limited DY82EA (227 pupils)
  15. 1.3 mile Stourbridge College DY81QU
  16. 1.3 mile St Joseph's RC Primary School DY82DT (202 pupils)
  17. 1.4 mile Brook Primary School DY85YN (379 pupils)
  18. 1.4 mile Oldswinford CofE Primary School DY82JQ (416 pupils)
  19. 1.4 mile Redhill School and Specialist Language College DY81JX
  20. 1.4 mile Redhill School and Specialist Language College DY81JX (1177 pupils)
  21. 1.7 mile The Mere Primary Short Stay School DY85PQ
  22. 1.7 mile Belle Vue Primary School DY85BZ (451 pupils)
  23. 1.7 mile Black Country Wheels DY97ND (19 pupils)
  24. 1.8 mile Peter's Hill Primary School DY52QH (801 pupils)

List of schools in Stourbridge

School report

The Ridge Primary School

Gregory Road, Wollaston, Stourbridge, DY8 3NF

Inspection dates 27–28 February 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils’ achievement is good because pupils
The headteacher, senior team and governing
The good teaching of letters and the sounds
join the school with skills that are broadly
typical for their age and leave with
attainment that is above average.
body take a strong lead in driving
improvement. Rigorous checks on teaching,
with good training and support where it is
needed, maintain the quality of classroom
practice and improve achievement.
they make (phonics) means that pupils
quickly develop good reading skills from an
early age.
Teaching is good with some outstanding. Staff
Pupils’ behaviour is good, both in lessons and
The spiritual, moral, social and cultural
use questions well, both to assess what pupils
know and to encourage them to work things
out for themselves.
around the school. Pupils are polite and
development of the pupils is at the centre of
the school’s work.
Some teachers’ comments, when marking
books, do not give pupils enough guidance on
how to improve their work.
Occasionally, work is not set at the right level
of difficulty for pupils, making it too easy or too
hard for them to complete.

Information about this inspection

  • Inspectors observed parts of 18 lessons, two of which were observed jointly with members of
    the senior leadership team. Inspectors listened to several pupils read and looked at samples of
    their recent work.
  • Meetings were held with the headteacher, teachers and members of the governing body. The
    lead inspector had a discussion with a representative from the local authority. Discussions also
    took place with mixed-ability groups of pupils.
  • Inspectors scrutinised a variety of school documents, including: the school’s self-evaluation; the
    school development plan; behaviour records; and documents relating to the work of the
    governing body and the management of teachers’ performance.
  • The views of the 64 parents who responded to the online questionnaire, Parent View, were
    taken into account, together with an email from a parent. Inspectors also considered the views
    expressed in 20 questionnaires returned by school staff.

Inspection team

Steven Cartlidge, Lead inspector Additional Inspector
Sajid Gulzar Additional Inspector

Full report

Information about this school

  • The school is smaller than the average-sized primary school.
  • Most pupils are White British. The proportion of pupils from minority ethnic backgrounds is below
    average and there are no pupils who speak English as an additional language.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is below average. The proportion of pupils supported at school action plus
    or with a statement of special educational needs is above average.
  • A below-average proportion of pupils are eligible for the pupil premium. This is extra funding
    from the government for pupils in local authority care and those known to be eligible for free
    school meals.
  • The school meets the government’s current floor standards for primary schools, which set the
    minimum expectations for pupils’ attainment and progress.
  • A new deputy headteacher has been appointed since the previous inspection.
  • A breakfast club and after-school club are provided by the school.
  • A privately run playgroup on site is inspected separately.

What does the school need to do to improve further?

  • Increase the proportion of teaching that is outstanding by making sure that:
    teachers’ written comments in pupils’ books shows pupils what they need to do to improve
    their work
    work is set at the right level of difficulty for pupils so that it is not too easy or too hard for
    them to complete.

Inspection judgements

The achievement of pupils is good
  • Children start in Reception with skills typical of those expected for their age. They make rapid
    progress and reach a good level of development, so that they are well prepared for their move
    to Key Stage 1 at the end of the Reception Year. There is an especially good focus on the
    effective teaching of early reading and writing skills. The impact of this is evident in pupils’ good
    performance in the Year 1 screening check in phonics (letters and the sounds they make).
  • Since the previous inspection, standards have remained above average in Key Stages 1 and 2,
    with just one dip three years ago in Key Stage 2. In 2013, pupils were two terms ahead of pupils
    nationally at the end of Year 2. Pupils in Year 6 last year left the school around six months
    ahead of pupils nationally.
  • Progress in Years 1 to 6 is good for all groups, including pupils of different abilities. Senior
    leaders have improved the use of assessment information to track the progress made by
    individuals and groups. This has helped to identify which pupils need support and, in turn, has
    improved the overall rate of progress made. The school’s assessments of how well pupils are
    progressing indicates that pupils are on track to achieve better results in 2014 than in previous
  • In recent years, standards in mathematics have not been as high as those in other areas. The
    school has tackled this by appointing a deputy headteacher who is also a specialist mathematics
    teacher. Recent school information on progress in mathematics, and confirmed from the work in
    pupils’ books, suggests a much stronger picture, with the vast majority of pupils now achieving
    well in this subject.
  • Pupils are well motivated and keen to achieve well. This contributes to their good progress. For
    example, in a Year 6 mathematics lesson, pupils displayed great enthusiasm sharing with their
    classmates their mathematical skills in interpreting ratio and proportion.
  • Disabled pupils and those who have special educational needs grow in confidence and make
    good progress. They benefit from well-targeted additional help in lessons, often supported
    individually by teaching assistants.
  • The school is using its pupil premium funding to provide extra staffing, one-to-one tuition and
    additional educational resources for eligible pupils. In 2012, these pupils were two terms behind
    their classmates in English and mathematics at the end of Year 6. The gap widened in 2013; it
    was the equivalent of around three terms in reading, four terms in writing and nearly five terms
    in mathematics. This reflected the special educational needs of some of the eligible pupils last
  • The situation was thoroughly investigated by the senior leadership team and well-directed
    measures were put in place to accelerate pupils’ progress. Current information indicates that the
    small number of pupils supported by the pupil premium this year are making better than
    expected progress and narrowing the gap with their classmates.
The quality of teaching is good
  • Teaching is typically good or better, borne out by pupils’ good progress and achievement.
  • In the Early Years Foundation Stage, effective use is made of both inside and outside areas to
    promote good learning. Children make good or better progress in their ability to communicate
    and use language skills and begin identifying and writing letters and practising the sounds they
    make (phonics). During the inspection children had the chance to conduct an experiment using
    lemonade and raisins, which involved them working together in teams. The children were highly
    enthusiastic, and the activity contributed well to their developing language and communication
  • Throughout the school, teachers’ subject knowledge is good. They set tasks for pupils that
    motivate them to work hard and to succeed. In a history lesson in Year 5, for example, pupils
    were set the task of investigating how the film industry evolved in the early 20th Century. The
    pupils gradually added increasingly complex details to their investigations and showed a clear
    understanding of how to develop their work to reach the highest level.
  • In a Year 1 English lesson on finding out and recording information from a text, pupils made
    good progress in their understanding because the teacher used questions very well to prompt
    them to think of alternative ways of recognising how information can be recorded.
  • Teachers and teaching assistants work together effectively. The help provided by teaching
    assistants is targeted well of individual pupils’ specific learning needs. This means that pupils of
    all abilities, including the most able, and disabled pupils and those who have special educational
    needs, make consistently good progress.
  • Teachers tell pupils how well they are doing but the quality of written feedback, in the form of
    marking, varies. Where marking is most effective, teachers’ written comments show pupils what
    they need to do to improve their work, and this contributes to the progress that pupils make.
    Older pupils, in particular, value this kind of feedback. However, this approach is not yet
    consistent across the school.
  • Occasionally, pupils’ work is not adapted sufficiently to meet their different abilities. On these
    rare occasions, the work set is too easy for some pupils and too hard for others.
  • Homework builds well on what pupils learn in class. Pupils complete homework to a good
    standard and this prepares them well for tackling work in the following lesson.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils settle quickly in lessons. They are eager to learn and are
    always willing to have a go. For example, in an English lesson, Year 5 pupils were able to
    develop their personal writing skills to a very high standard by sharing their ideas and working in
    groups, following exactly the instructions from their teacher and teaching assistant.
  • Exemplary behaviour was seen by inspectors at break and lunchtimes. Pupils were keen to point
    out that this was typical behaviour.
  • Pupils show great pride in their school and treat their environment, their teachers and their
    classmates with respect and courtesy. Pupils’ work is neatly presented, and they also take pride
    in their school uniform.
  • The school works effectively to maintain good or better behaviour, and there are clear
    procedures to support pupils who find this difficult. Instances of misbehaviour are few, and are
    quickly resolved so that the learning of others is not disrupted.
  • The school’s work to keep pupils safe and secure is good. Governors rigorously check
    safeguarding practice and, as a result, safeguarding procedures meet current legal
  • Pupils say they feel safe in school and their parents strongly agree with that view. Pupils say that
    there is almost no bullying and that they are very well supported on the rare occasions it occurs.
    They are well informed about different forms of bullying and other aspects of safety, including
    the importance of keeping safe when using the internet.
  • Attendance, over the last three years, has been above average. Leaders have ensured good
    attendance by focusing work with those families who struggle to get their children to school,
    making clear to them the effect absence has on their children’s progress and attainment.
  • Behaviour and safety are not outstanding because there are occasions when not all pupils apply
    themselves fully to their work.
The leadership and management are good
  • The headteacher provides very determined leadership and offers teachers and parents a clearly
    articulated vision for an even better school.
  • The school’s self-evaluation is based on an accurate analysis of what works well and what is
    needed to raise attainment even higher. The headteacher’s rigorous analysis of pupils’ progress
    and her accurate evaluation of the school’s work provide all teachers and the governing body
    with a clear understanding of the school’s performance, including in the Early Years Foundation
  • Improvement planning is sharply focused on identified weaknesses seen, for example, in the
    successful action recently taken to raise attainment in mathematics. The school’s track record,
    reflected in pupils’ good achievement, shows its capacity for continued improvement.
  • Subject leaders and other staff with leadership responsibilities are well supported so they can
    carry out their roles effectively.
  • The leadership of teaching is good and the school places a high priority on improving teaching
    through high-quality training. Teachers’ performance is checked and information is used from
    lesson observations and from information about pupils’ progress to set teachers’ targets for
    improvement. The headteacher and deputy headteacher are holding teachers rigorously to
    account, and the help they have given teachers is accelerating the rate of learning. There is a
    clear understanding that decisions about pay increases will be based on the impact of teaching
    on pupils’ progress.
  • School leaders make sure that different groups of pupils have an equal chance to succeed, and
    they tackle effectively any instances of discrimination. Pupil premium funding is used effectively.
    It has been used to help to develop the role of the teaching assistants. Pupils identified as in
    need of additional help, including those supported by pupil premium funding and disabled pupils
    and those who have special educational needs, are well supported. These pupils are now making
    similarly good or better progress to that of their classmates.
  • Teachers use a broad range of topics to make learning stimulating and exciting across different
    subjects, and pupils say they find the work they are set interesting. Pupils’ spiritual, moral, social
    and cultural development is very effectively promoted by a broad range of arts, drama, music,
    science and sports activities, as well as by visits and visitors.
  • The school has used the new primary school sports funding to employ a physical education
    teacher for one day per week to coach staff and work with pupils. It is too early to evaluate the
    impact of this initiative on developing healthy lifestyles and better physical well-being for pupils.
  • The local authority has worked well with senior leaders to provide well-targeted support for the
    school to improve.
  • The Parent View responses indicate that parents have a very positive view of the school, with a
    very large majority of those who responded saying they would recommend the school to another
  • The governance of the school:
    The governing body is well informed. It challenges school leaders and holds them to account
    for pupils’ achievement. It compares the school’s performance with that of schools nationally.
    Governors strongly support the school and its leaders. They share the headteacher’s vision for
    the school’s further improvement. They visit the school regularly during the day and talk to
    both teachers and pupils about their work. This gives them a clear insight into the quality of
    teaching and its impact on pupils’ learning. The governing body oversees the management of
    finance and resources expertly. Governors check carefully, for example, that the pupil
    premium funding is having the impact it should in improving the achievement of eligible
    pupils. Explanation and action from school leaders and managers are called for when
    initiatives do not show the improvement expected. Governors maintain oversight of the
    performance of staff and ensure that salary increases are justified by pupils’ good progress
    and achievement.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 103805
Local authority Dudley
Inspection number 431495

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Maintained
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 206
Appropriate authority The governing body
Chair Christopher Wrigley
Headteacher Deborah Hudson
Date of previous school inspection 10 July 2009
Telephone number 01384 818800
Fax number 01384 818801
Email address reveal email: i…


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