Richard Lee Primary School


Name Richard Lee Primary School
Website http://www.richardleeschool.com/
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address The Drive, Wyken, Coventry, CV2 5FU
Phone Number 02476658800
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 493 (50.1% boys 49.9% girls)
Number of Pupils per Teacher 23.7
Academy Sponsor Castle Phoenix Trust
Local Authority Coventry
Percentage Free School Meals 14.9%
Percentage English is Not First Language 28.3%
Persisitent Absence 7.4%
Pupils with SEN Support 10.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (07 March 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

The school is larger than most primary schools. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils that join or leave the school during term time is above the national average. The proportion of pupils supported by the pupil premium is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school moved into its new building in September 2015. There has been a large staff turnover since the previous inspection, a restructuring of the senior leadership team and the appointment of a new deputy headteacher in September 2016.

Summary of key findings for parents and pupils

This is a good school The headteacher has created a strong staff team. Together with governors, they have high aspirations for pupils and their outcomes. Despite many challenges, leaders and governors are committed to ensuring continued support for pupils and the community the school serves. Leaders have put professional development and training at the heart of improving the quality of teaching. Teachers are keen to develop their practice and are encouraged by the rising standards they see as a result. The good teaching promotes reading and writing skills well, inspiring older pupils with a love of reading. Leaders recognise that mathematical skills of older pupils, including the most able, are weaker than in reading and writing. Leaders accept that more consistent strategies are needed to improve learning in mathematics, particularly in key stage 2. The school has made very effective use of additional funding to support disadvantaged pupils. As a result, these pupils now make very strong progress. Pupils receive a broad and balanced curriculum that promotes a strong and thorough understanding of the subjects and the topics that they study. Pupils behave well, enjoy their learning and feel safe in school. They are happy in school and this is reflected in improving levels of attendance for all groups. The school promotes pupils’ spiritual, moral, social and cultural development successfully. Pupils receive emotional support that helps them to build resilience. Pupils respect others from all faiths and backgrounds. They have a strong understanding of the importance of British values. Governance is effective. Governors visit the school regularly and, as a result, know the school’s strengths and priorities for improvement well. Leaders of early years lack precision in their evaluation of children’s starting points when they join the school. Tracking of children’s progress is inaccurate. The teaching of phonics is inconsistent. As a result, the proportion of pupils reaching the expected standard in the Year 1 phonics screening check is below average.