Ringmer Primary and Nursery School

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About Ringmer Primary and Nursery School

Name Ringmer Primary and Nursery School
Website http://www.ringmerprimary.school
Ofsted Inspections
Miss Anna Crompton
Address Harrisons Lane, Ringmer, Lewes, BN8 5LL
Phone Number 01273812463
Phase Primary
Type Community school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 352
Local Authority East Sussex
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very positive about their school. They describe it as friendly. Pupils like the range of lessons and the way teachers make them interesting.

Pupils get the help that they need to learn well. Expectations are high and pupils strive to meet them.

Pupils feel safe.

Bullying is rare and quickly addressed. Pupils think that behaviour has improved since the recent behaviour policy changes. They say that everyone is treated fairly.

Pupils understand the importance of the school's values and how to demonstrate them. They are motivated by the associated rewards, such as recognition in the 'Funky Friday' assemblies.

Pupils benefit from a ra...nge of curriculum enrichment, such as trips to Glyndebourne to experience opera.

Clubs are wide ranging, from sports, to a quilting club that makes a quilt to display at a national exhibition.

Right from the start in early years, children learn to be independent. They have fun working together to help tidy up after sessions.

Pupils can take on positions of responsibility, such as being elected to the pupil governor board or volunteering to be a playground friend. Pupils talk with pride about serving the school in this way.

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

Since the last inspection, leaders have set about school development with determination, clarity and focus.

Pupils, staff, parents and carers recognise the improvements that have been made. As one parent commented, the school has gone from, 'strength to strength'.

Leaders have constructed an ambitious curriculum which builds pupils' knowledge securely.

Implementation of this curriculum is well underway. The curriculums for English and mathematics have been at the forefront. These subjects have been finely tuned through regular review.

Leaders are beginning to review and refine what is taught across other subjects as the two-year topic cycle continues. This is helping to make the curriculum in these subjects even more effective. Subject leaders have been well trained to help them undertake this task.

Staff have the subject knowledge to deliver the curriculum confidently. They feel well supported.

Leaders have ensured that reading is a priority.

Children start to explore rhymes and stories right from the start in nursery. As they move through early years and into key stage 1 they quickly master their phonics. Any pupils who struggle or start to fall behind are well supported to help them to catch up quickly.

Texts that pupils meet in their learning have been carefully chosen. For example, pupil feedback was considered in selecting new books for the library. This, along with a wide range of additional exciting experiences such as author visits, helps ensure that pupils develop a love of reading.

Teachers have high expectations of pupils. They use ambitious vocabulary and carefully constructed questions that routinely challenge pupils' thinking. Pupils are aware of the way their learning builds.

For example, pupils practising a range of stitches explained they needed to master those skills to make pencil cases in a design technology project.

The curriculum in early years provides a secure foundation for later learning. For example, nursery children were beginning to explore a range of movements as they enjoyed going 'on a bear hunt' in the woodland.

Staff use these types of activities well to build the beginnings of the physical education (PE) curriculum.

There have been a few recent leadership changes for pupils with special educational needs and/or disabilities (SEND). Despite this, leaders have ensured that the process for identifying and supporting pupils with SEND remains robust.

Pupils with SEND have their needs met well. They enjoy learning across the curriculum. They gain confidence as they experience success.

This prepares them well for the next stages of their education.

The school is a calm, orderly environment. Pupils interact well with each other during lessons and when playing outside on the playground.

They are attentive in lessons. Pupils are keen to add in their observations or answer questions.

Pupils' spiritual, moral, social and cultural education weaves through all aspects of school life and the curriculum.

Pupils have a strong sense of equality. A pupil explained that, 'You shouldn't treat anyone differently because of their backstory.' Pupils benefit from trips and visits that help their understanding of life in modern Britain.

They spoke positively about a visit from their member of parliament and members of the local faith community.

Governors provide effective support and challenge for school leaders. They are ambitious for the school and its pupils.

Governors ensure that they get the information they need, including visiting the school as appropriate, to help drive the school forward.


The arrangements for safeguarding are effective.

Staff work effectively to help keep pupils safe.

They are well trained to identify any concerns. Leaders ensure that these are acted on appropriately and that pupils get the help they need to stay safe. Leaders ensure that the curriculum is responsive to pupils' safeguarding needs.

For example, online lessons during the pandemic were delivered in tandem with online safety. Leaders are keenly aware of listening to pupils and responding accordingly. For example, sessions have been delivered to help pupils learn how to use privacy settings in some of the apps they told teachers that they use.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The ambitious foundation subject curriculum has not yet been fully implemented. As a result, pupils are not yet consistently developing deep connected knowledge. Leaders should ensure that subject leaders continue to get the support they need to further refine the curriculum in the foundation subjects.

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