Ripley Endowed Church of England School

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About Ripley Endowed Church of England School

Name Ripley Endowed Church of England School
Ofsted Inspections
Headteacher Miss Victoria Kirkman
Address Main Street, Ripley, HARROGATE, HG3 3AY
Phone Number 01423770160
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 34
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

The warm welcome provided by leaders and staff each morning helps pupils to feel positive and ready for the day ahead. Parents and carers appreciate how approachable leaders and staff are. One parent said that the new leadership's 'unbelievable enthusiasm has spread amongst teachers, pupils and parents'.

Pupils feel safe and happy at this welcoming school. They are proud to live up to the school's ethos. This can be seen represented in 'The Ripley Star' around school.

Both the moral values of friendship and respect are visible throughout the school. Records show that bullying is extremely rare. However, pupils know that if anything were to happen, then adults would with it swiftly and effectively.

Leaders are relentless in their drive to support pupils to achieve their best. They have identified ambitious outcomes for pupils to achieve and are working to embed these in all subjects across the school. This work is not yet complete.

Pupils are eager to impress their teachers. They act with determination to complete their work to the very best of their ability.

Pupils have many varied opportunities to discover the world outside of their beautiful village.

These opportunities contribute well to preparing pupils to be active citizens of the future.

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

Leaders have designed a curriculum which broadens pupils' horizons. They understand the needs of pupils in this close community and take every opportunity to widen their experiences.

Within the curriculum, leaders have been clear on the important knowledge and skills they expect pupils to know and remember, and by when. Leaders have prioritised the delivery of a high-quality curriculum. Teachers receive regular, well-considered training to help them in delivering their curriculum well.

Leaders have recently introduced a new marking and feedback strategy. This has been welcomed by teachers and pupils alike.

The school teaches pupils in mixed-age classes.

In mathematics and personal, social and health education (PSHE), teachers are skilled at ensuring these lessons are tailored for pupils in all year groups. However, there is inconsistency in how effectively teachers implement the curriculum in some subjects.

Reading is prioritised from the early years.

Leaders have ensured a strong reading culture at the school. They are determined that pupils develop a love of books. Children follow a relatively newly adopted phonics programme from the start of the Reception Year.

All staff deliver this effectively. Pupils read books which match the sounds that they know. This helps them to develop their phonics knowledge and become confident readers.

Teachers swiftly identify pupils who have fallen behind. They provide appropriate support to help these pupils to catch up.Pupils say that they enjoy mathematics.

Leaders have set out the order in which pupils learn new knowledge. Pupils gradually build their understanding and skills over time. Pupils have regular opportunities to revisit their learning.

Retrieval practice is a frequent feature in mathematics lessons.

Children in the early years are well cared for. Their eagerness for learning shines.

The staff ensure that the learning environment is engaging. The curriculum supports children's development well. This prepares children well for new learning in key stage 1 and 2.

Leaders have introduced a new system, which aids teachers to support pupils with special educational needs and/or disabilities (SEND) well. Leaders are actively engaged in specialist SEND research and training. They ensure that all staff are provided with a rich and appropriate programme of training.

This training helps teachers to assist these pupils effectively. Pupils with SEND achieve well, they are completely included in the life of this most inclusive school.

Pupils enjoy their lessons.

They pay close attention to adults. There is little or no disruption, which means pupils are able to concentrate well.

Pupils' personal development is wide ranging and responsive to pupils lived experiences.

For example, leaders ensure that road safety is a priority given the school's location in the village. However, leaders have not yet considered the most important knowledge that pupils should know and remember from this curriculum. The school gives pupils a rich set of experience outside of the classroom.

Leaders track pupils' access to extra-curricular opportunities and address any barriers that may prevent pupils accessing the wide range of opportunities available.

The interim executive board, which includes representation from the local authority and the diocese of Leeds, brings a rich array of expertise and experience to the school's leadership. Board members' challenge and support, during a period of significant change, has been instrumental in the strengthening of the school.

Leaders communicate and engage well in the community. Parents hold the school in high regard. Teachers, including those at the early stage of their careers, value the support and development opportunities they receive.

Staff appreciate that school leaders are mindful of their well-being and workload.


The arrangements for safeguarding are effective.

Leaders ensure that staff receive regular training, so that they remain alert to the signs that might indicate that a pupil is at risk of harm.

Staff follow clear procedures to report any concerns, and these are followed up promptly by leaders. The safeguarding team works well with outside agencies to access support for vulnerable pupils and their families.Pupils learn about how to keep themselves safe when online and in the community.

For example, they learn about how to avoid risks near water and how to be a safe pedestrian. Pupils recognise some of the features of healthy relationships, such as consent.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have identified ambitious end points for pupils to achieve.

It is intended that these enable pupils in mixed-age classes to access the most important knowledge and concepts that they need to know and remember. Their use is not yet well embedded in all classes. Learning does not always build pupils' knowledge well over time.

• Leaders have not yet identified the important knowledge within the PSHE curriculum to revisit. As a result, some pupils knowledge of important aspects of personal development diminishes over time. Leaders should consider the most important knowledge they wish pupils to know and remember from this curriculum, so that the development of pupils' character is exemplary.

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