Riders Junior School


Name Riders Junior School
Website http://www.ridersschools.co.uk/
Ofsted Inspection Rating Good
Address Kingsclere Avenue, Leigh Park, Havant, PO9 4RY
Phone Number 02392475342
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 299 (50.2% boys 49.8% girls)
Number of Pupils per Teacher 20.7
Local Authority Hampshire
Percentage Free School Meals 58.2%
Percentage English is Not First Language 1.9%
Persistent Absence 21.7%
Pupils with SEN Support 36.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (04 May 2016)
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.

Information about this school

This junior school is of an average size for a primary school. It is in the process of expanding to take in three forms of entry, and current classes are relatively small as numbers are growing. The school is in a ?hard? federation with the adjoining infant school, and they share an executive headteacher, a governing body, office staff and some other members of staff. The school meets the current government floor standards, which set minimum expectations for pupils? attainment and progress in reading, writing and mathematics by the end of Year 6. Almost all pupils are White British, with a very small number from other ethnic heritages. Hardly any speak English as an additional language. About a third of the pupils have special educational needs or disability, a very high proportion. The proportion of disadvantaged pupils who are supported by the pupil premium is very high, at around two thirds of the number on roll. The pupil premium is extra government funding to help the education of pupils who are known to be eligible for free school meals, or children who are looked after by the local authority. A major building programme has been completed recently, preparing the school for three-form entry. There have been considerable changes in staffing, with a new executive headteacher in place since the previous inspection, and several other new staff appointed. There is a pre-school provision on the site, which is managed privately. This is inspected and reported upon separately. The school and its federation partner run a breakfast club for their own pupils.

Summary of key findings for parents and pupils

This is a good school Strong leadership has transformed many elements of the school since the previous inspection. In particular, good teaching ensures that pupils? attitudes to learning are now extremely positive. All staff share the high ambition of leaders, including governors, to ensure that every pupil succeeds academically and socially. Pupils? keenness to learn and good teaching throughout the school mean that all groups are making good progress from their starting points. The school?s work to meet the particular personal needs of its pupils ensures that they are safe, happy and enjoy school. Behaviour is good. The curriculum is interesting and engaging, so pupils enjoy learning and are keen to succeed. Teachers use the school?s new assessment system well to match work to the specific needs of different pupils. Teachers quickly identify any individuals who are in danger of falling behind and give them suitable extra help. Teachers develop pupils? speaking and listening skills very well. This supports the good progress they make in many other areas. All staff maintain a calm working ethos in lessons. They make clear their high expectations of work and behaviour, and pupils try hard to meet these. Pupils get on well together, collaborate effectively in their work, and are very tolerant and considerate of others. They understand and respect British values. It is not yet an outstanding school because : Pupils? progress in a range of subjects is hampered by weaknesses in their presentation, handwriting and spelling. Teachers do not stress these aspects enough, or use homework systematically to involve parents in their children?s education. The tracking of the progress of different groups of pupils is very cumbersome using the school?s assessment system. This is particularly the case for the most able. Pupils? knowledge of the range of cultures in this country and overseas is weak.