Richmond Methodist Primary School

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About Richmond Methodist Primary School

Name Richmond Methodist Primary School
Ofsted Inspections
Headteacher Mrs Sharon Stevenson
Address Darlington Road, Richmond, DL10 7BH
Phone Number 01748822794
Phase Primary
Type Voluntary controlled school
Age Range 2-11
Religious Character Methodist
Gender Mixed
Number of Pupils 293
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Richmond Methodist Primary School. This is an inclusive and caring school. Pupils are eager to share how everyone is equal and valued here.

The school's Methodist ethos of 'doing all the good we can' permeates through from leaders and governors to pupils in classes. Most parents are highly positive about the school. They, too, recognise how the school prioritises every child.

Leaders have high expectations for pupils. The curriculum is broad. It is not limited to classroom learning.

Leaders have developed pupils' experiences beyond the classroom through a range of extra-curricular opportunities. Pupils, including pupils with special... educational needs and/or disabilities (SEND), enjoy using the on-site forest school.

Relationships between staff and pupils are warm and respectful.

Leaders have made relationships across the school community an important focus of their work. Pupils feel safe. Pupils are confident in the support their teachers can give them.

Bullying is rare. Pupils are clear if it does happen, it is dealt with quickly. Records show this is what happens.

Teachers use the behaviour policy to make sure pupils can get on with their learning. Pupils have positive attitudes to school.

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

Leaders, at all levels, and governors are passionate about the ambition they have for pupils in school.

The school is led and managed well. The teaching team work together to help pupils achieve their potential.

Children in the early years make an impressive start to their learning journey.

Leaders have developed a curriculum in early years that builds strong foundations. There is a clear connection between the work here and that of the whole school. From early years onwards, reading is of high priority.

Leaders are clear that being able to read is vital to access and enjoy the rest of the curriculum. Teachers teach phonics with confidence. Pupils enjoy phonics lessons.

Pupils at the earliest stages of reading are proud of their achievements. Books support early readers well. Across school, pupils talk with enthusiasm about reading.

The new 'Reading Rivers' book spine is promoting reading for pleasure, and pupils talk about these books with confidence.

Learning in mathematics is well sequenced. Pupils can talk about their knowledge of this subject with clarity.

Pupils use their previous learning well to understand new concepts. Fluency is evident in teaching and pupils' books. Where teaching is strongest in mathematics, fluency work is balanced with problem-solving opportunities for all pupils.

In other curriculum subjects, the depth of pupils' learning is variable. Where planning and teaching are developed more fully, for instance in physical education, pupils enjoy lessons that build on their previous knowledge and skills. In other subjects, such as geography and history, leaders have designed a curriculum that is at least as ambitious as the national curriculum.

However, some lessons do not enable pupils to make deep connections between the subject knowledge they have been learning. This is because the subject knowledge of teachers is not precise enough. Where subjects are taught in blocks, leaders do not check that the pupils have remembered their learning often enough.

Pupils with SEND are well supported in their classroom learning. A range of bespoke support and the use of additional resources helps pupils take part in all aspects of school life. SEND leaders make referrals to specialist teams to make sure support for pupils with SEND is of high quality.

Leaders are proud of their personal development offer. Pupils get the opportunity to explore talents and interests. The personal, social and health education of pupils is thoughtfully planned.

Pupils have a clear understanding of aspects such as personal safety, democracy and some aspects of equality. Sometimes, some pupils need support to speak in small groups in a respectful way by listening to others' viewpoints sensibly. Within school, the school council play an active role in school life.

This group have a passion for promoting mental health and well-being. They have given all pupils from Year 1 onwards a well-being bear to help pupils talk about feelings. In early years, the relationships between adults and pupils are strong.

Pupils are developing their independence skills well. Here, adults model quality language and support pupils in their own conversations with a high level of skill.

Leaders and governors consider the well-being of staff.

With this, staff are positive about the way in which they can work to support their workload. Governors and school staff are proud of the work they do for their school community. Governors are knowledgeable about their roles.

They provide challenge to school leaders. This work means both leaders and governors know the strengths and development points of the school.


The arrangements for safeguarding are effective.

Safeguarding is part of everyday life at Richmond Methodist Primary School. There are clear procedures in place to keep pupils safe. The designated safeguarding lead and team work well with other agencies where needed.

Referrals are timely. Staff understand their recent safeguarding training. Staff, like leaders, understand issues related to the school community.

Safeguarding leaders know their families well. Governors understand and use their safeguarding training well.

Pupils feel safe.

Pupils learn about keeping safe in an age-appropriate way. They know how to stay safe online.

Leaders and governors follow safer recruitment guidance effectively.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some wider curriculum subjects, pupils' subject knowledge in lessons is not sufficiently deep enough. As a result, pupils are not able to make effective links between the knowledge they have. Leaders should ensure that subject leaders and teachers are supported through quality training so that they can further develop and deepen the curriculum where needed.

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