Ridgefield Primary School

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About Ridgefield Primary School

Name Ridgefield Primary School
Website http://www.ridgefieldprimary.org/
Ofsted Inspections
Headteacher Mr Christopher Axten-Higgs
Address Radegund Road, Cambridge, CB1 3RL
Phone Number 01223712418
Phase Primary
Type Foundation school
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 243
Local Authority Cambridgeshire
Highlights from Latest Inspection


Ridgefield Primary School continues to be a good school.

What is it like to attend this school?

Pupils at this diverse, inclusive school enjoying learning and are kept safe.

They learn in a purposeful, kind and respectful environment.

Pupils respond well to staff's high expectations for learning and behaviour. Pupils' behaviour is orderly and calm and rarely disturbs the learning of others.

Pupils understand what bullying is. They know what to do should it happen. Staff deal with the rare instances of bullying that occur swifty and appropriately.

Pupils are supportive and accepting of one another.

Pupils' learning in English and mathematics is gi...ven a high priority. They enjoy studying a curriculum that is broad and interesting.

Pupils requiring additional support are assisted by well-trained additional adults who encourage independence and focus. Pupils enjoy and learn a lot from the visits and visitors that make the most of the many opportunities that exist locally. They achieve well and leave Year 6 ready for learning at secondary school.

Pupils experience life beyond Ridgefield through clubs and wider opportunities in sport, music, charity, nature, politics and the local community. Pupils' voice is heard through the elected school council and school ambassadors. Members take their responsibilities seriously when representing the views of their peers.

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

Leaders have designed and implemented an ambitious, broad and well-planned curriculum. Leaders' subject plans identify the key knowledge that pupils need to learn and put this in a logical order. This helps teachers plan sequences of lessons that build towards pupils' understanding of more complex knowledge.

Subject leaders provide the support and guidance needed to help teachers teach the full range of subjects confidently.Leaders have adapted the curriculum and provided extra support to help pupils catch up on learning that was missed or is not secure due to the COVID-19 restrictions.

Teachers and additional adults have the expertise to teach phonics and early reading well.

Younger pupils practise phonics and reading daily. This helps them to become confident, fluent readers. Older readers have positive attitudes towards reading and practise reading regularly.

Pupils enjoy reading. They have access to an increasingly well-stocked library. They can also choose from age-appropriate, high-quality books matched to their reading knowledge that are available in their classrooms.

Struggling readers have daily support that builds their confidence and enjoyment in reading and helps them to catch up.

Teachers use their regular checks on pupils' understanding to tailor lessons to what different pupils know and can do. This approach is used effectively for pupils who are falling behind or who need additional support.

However, teachers do not always spot when pupils are ready to learn more challenging content or to apply what they know in a different context. This slows the progress of some pupils.

Leaders have planned the early years curriculum carefully.

Staff plan interesting and attractive indoor and outdoor learning activities where all aspects of the early years curriculum are explored. Staff are skilled and knowledgeable in developing children's communication, mathematical and investigative skills. Children develop the knowledge and attitudes that help them with learning in Year 1.

Pupils with special educational needs and/or disabilities (SEND) learn the same curriculum as their classmates. Teachers adapt the curriculum when necessary to support the learning of pupils with SEND. They are well included in other aspects of school life.

Pupils with SEND make good progress with their learning and personal development.

Pupils behave well. Those pupils with behavioural challenges are supported to make the right behaviour choices by skilled, well-trained adults.

Teachers ensure that lessons are not disrupted by low-level, off-task behaviour. Children in early years learn how to behave appropriately when playing and learning with others. They learn to recognise, and begin to manage, their emotions.

Leaders provide many wider opportunities for pupils, including visits, visitors, trips and residential visits. Clubs, including breakfast and after-school club, singing club and Latin club, and a range of sporting activities, are also on offer. Leaders ensure that pupils can attend these clubs if they wish to do so.

Subject leaders regularly review and monitor the effectiveness of curriculum plans. They are knowledgeable and proactive in modelling effective teaching in their subjects and supporting other staff.

Leaders, including governors, are considerate of staff workload.

They engage with staff to find ways to support them. This includes streamlining assessment requirements and timings. Governors have a wide range of relevant knowledge and skills.

They hold leaders to account for all aspects of the school's work.


The arrangements for safeguarding are effective.

All staff and volunteers are trained to be vigilant for signs that a pupil is at risk of harm.

They know when and how to pass on concerns. Leaders act on concerns appropriately to keep pupils safe. Referrals to partner agencies are timely and well documented.

Pupils learn about keeping themselves safe in a range of situations. They know the risks of being online. Children in early years are kept safe and are well cared for.

Leaders' checks to ensure that adults are suitable to work in school are carried out thoroughly. Procedures to manage any concerns about adults follow the latest guidance.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always use assessment effectively to identify when pupils are ready to learn more challenging knowledge.

This means that some pupils do not progress through the curriculum as quickly as they should. Leaders should ensure that teachers routinely use assessment to identify when pupils are ready to move on to new learning.


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 2013.

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