The Ridge Primary School
phone: 01384 818800
headteacher: Mrs Deborah Hudson Bed Hons Npqh
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 %
- 0.1 miles Ridgewood High School DY83NQ (777 pupils)
- 0.1 miles High Park School DY83NQ
- 0.6 miles Gig Mill Primary School DY83HL (545 pupils)
- 0.6 miles The Longlands School DY83XB
- 0.7 miles St James's CofE Primary School DY84RU (372 pupils)
- 0.8 miles Beauty Bank Primary School DY81XF
- 1 mile Greenfield Primary School DY81AL (281 pupils)
- 1 mile King Edward VI College Stourbridge DY81TD
- 1.1 mile Ashwood Park Primary School DY85DJ (325 pupils)
- 1.1 mile Glasshouse College DY84HF
- 1.2 mile Amblecote Primary School DY84DQ (272 pupils)
- 1.2 mile Old Swinford Hospital DY81QX (632 pupils)
- 1.3 mile St Joseph's RC Primary School DY82DT (202 pupils)
- 1.3 mile Elmfield Rudolf Steiner School Limited DY82EA (227 pupils)
- 1.3 mile Stourbridge College DY81QU
- 1.3 mile St Joseph's RC Primary School DY82DT (202 pupils)
- 1.4 mile Brook Primary School DY85YN (379 pupils)
- 1.4 mile Oldswinford CofE Primary School DY82JQ (416 pupils)
- 1.4 mile Redhill School and Specialist Language College DY81JX
- 1.4 mile Redhill School and Specialist Language College DY81JX (1177 pupils)
- 1.7 mile The Mere Primary Short Stay School DY85PQ
- 1.7 mile Belle Vue Primary School DY85BZ (451 pupils)
- 1.7 mile Black Country Wheels DY97ND (19 pupils)
- 1.8 mile Peter's Hill Primary School DY52QH (801 pupils)
The Ridge Primary School
Gregory Road, Wollaston, Stourbridge, DY8 3NF
|Inspection dates||27–28 February 2014|
|Overall effectiveness||This 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
| 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.
|Steven Cartlidge, Lead inspector||Additional Inspector|
|Sajid Gulzar||Additional Inspector|
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
- 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
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.
|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
What inspection judgements mean
|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.
|Unique reference number||103805|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||206|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 July 2009|
|Telephone number||01384 818800|
|Fax number||01384 818801|