Ravensthorpe Church of England Voluntary Controlled Junior School

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About Ravensthorpe Church of England Voluntary Controlled Junior School

Name Ravensthorpe Church of England Voluntary Controlled Junior School
Website http://www.ravensthorpejuniorschool.co.uk
Ofsted Inspections
Headteacher Miss J L Alderson
Address Myrtle Road, Ravensthorpe, Dewsbury, WF13 3AS
Phone Number 01924907082
Phase Primary
Type Voluntary controlled school
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 417
Local Authority Kirklees
Highlights from Latest Inspection


Ravensthorpe Church of England Voluntary Controlled Junior School continues to be a good school.

What is it like to attend this school?

Pupils are safe and happy at this friendly, welcoming school. They are excited about their learning. Pupils place a high value on their education.

They are keen to follow the school motto, 'Dream big, aim high and achieve more.' Pupils stay focused on tasks. Their conduct is exemplary in lessons and around school.

Leaders have high expectations of all pupils. Pupils are keen to show how they meet these expectations in everything they do. Pupils are considerate and polite.

Bullying is extremely rare. Pupils are confident that adult...s will help them. They trust that adults will listen to them if they have a concern.

Leaders believe in the importance of pupils having experiences beyond the curriculum. During the inspection, pupils were excited about their visit to a local museum to support their learning about Vikings.

Leaders provide a range of clubs and activities for all pupils, including pupils with special educational needs and/or disabilities (SEND).

Parents and carers are extremely positive about the school.

What does the school do well and what does it need to do better?

Leaders are ambitious for all pupils to achieve their best in preparation for their next stage in education. Leaders have developed a broad and balanced curriculum.

They have identified the important knowledge they want pupils to remember.

Teachers have strong subject knowledge. They check pupils' understanding in lessons and quickly address any misconceptions that arise.

Teachers provide opportunities for pupils to recall important information. They accurately judge when pupils are ready to move on to new learning. Pupils with SEND access the same curriculum as their peers.

Staff are trained to identify why pupils struggle. They support pupils with SEND by adapting activities when needed.Leaders prioritise reading.

Pupils are enthusiastic about the books they read. Leaders encourage pupils to enjoy reading. For example, pupils visit the library regularly.

Pupils choose texts by a variety of authors. They are encouraged to expand their knowledge of different types of books. Leaders recently provided training to help staff deliver the phonics programme.

Pupils who are less confident with reading are identified quickly for extra support. Pupils practise reading using books matched to the sounds they know. However, in some cases, staff do not identify or address pupils' errors.

This means that pupils sometimes continue to mispronounce letter sounds.

Pupils' behaviour is excellent. In lessons, they are engrossed in learning.

They are hardworking and keen to do well. At social times, pupils play well with their peers. Older pupils help younger ones by playing games and doing activities together.

Adults develop positive relationships with pupils. Pupils treat everyone equally, whatever their background or faith. Some pupils do not attend school regularly.

This has a negative effect on the learning of these pupils. Leaders are working to improve this.

Leaders provide a range of extracurricular activities to support pupils' personal development.

There are opportunities for pupils to develop their talents and interests in a variety of sports, music and the arts. As well as the planned curriculum, there is a range of clubs and activity sessions, such as football for girls and boys, gymnastics, choir, board games and library club. Pupils are proud to be elected by their peers to sit on the school council.

Leaders are keen to help pupils think about careers. They invite visitors into school to talk to pupils about the different jobs they do.

Governors provide effective challenge and support for leaders.

They have an accurate view of the strengths of the school, along with the areas to develop. Governors regularly audit their own strengths and areas to develop.

Staff value the support they receive from leaders.

They feel that leaders are approachable and welcome the training opportunities provided. Leaders actively manage staff workload and are considerate of staff well-being. Staff are appreciative of the way everyone works together as a team.

Staff morale is high.


The arrangements for safeguarding are effective.

Leaders and governors carry out checks to that ensure that staff and visitors are safe to be around pupils.

They provide all staff with regular training regarding safeguarding. Staff are aware of the potential risks children face in the community and when online. Staff know pupils well and report any concerns to leaders.

Leaders act quickly to keep pupils safe. Leaders keep detailed records of concerns and any actions they take. They make timely referrals to external agencies, such as local authority children's services.

Pupils are taught how to keep safe as part of the curriculum, including when online. Pupils know that they can trust any adult in school if they need help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In early reading, some staff do not routinely check that pupils' pronunciation of letter sounds is secure.

Some pupils make errors in their reading because their phonic knowledge is not secure. Leaders should make sure that staff check that all pupils pronounce sounds accurately. ? Leaders' strategies to improve attendance for some groups of pupils are not effective.

Some pupils miss vital learning because they do not come to school often enough. Leaders should continue to refine strategies that engage parents and promote a culture of positive attendance for all pupils.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in March 2017.

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