Rise Park Junior School

Name Rise Park Junior School
Website http://www.risepark-jun.havering.sch.uk
Ofsted Inspection Rating Good
Address Annan Way, Rise Park, Romford, RM1 4UD
Phone Number 01708761935
Type Academy
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 334 (48.8% boys 51.2% girls)
Number of Pupils per Teacher 24.2
Academy Sponsor Rise Park Academy Trust
Local Authority Havering
Percentage Free School Meals 13.2%
Percentage English is Not First Language 14.5%
Persisitent Absence 9.3%
Pupils with SEN Support 8.6%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Rise Park Junior School is similar in size to an average-sized primary school. The school became a sponsor-led academy on 1 September 2014. It is part of the Rise Park Academy Trust. When its predecessor school was last inspected by Ofsted, it was judged to be inadequate overall. The proportion of pupils known to be eligible for support through the pupil premium is similar to that found nationally. An above-average proportion of pupils have special educational needs support. The proportion of pupils with a statement of special educational needs or an education, health and care plan is below that found nationally. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics. The executive headteacher took up her post when the school became an academy.

Summary of key findings for parents and pupils

This is a good school Since the school became an academy, the executive headteacher and other leaders have markedly improved the quality of education provided at the school. Leaders, including those responsible for governance, systematically check on all aspects of the school’s work. They address weaknesses with alacrity and determination. As a result, all aspects of the school’s work are now good and improving. Teaching is good and improving. Teachers and other adults work well together to plan activities that engage pupils well and help them to become successful learners. Effective staff training continues to strengthen this. Current pupils, including those who have special educational needs and/or disabilities, as well as disadvantaged pupils, make good progress as a result of the effective support they receive. Pupils have a secure understanding of how to stay safe in different situations. They feel very safe in the school because they know that adults are always on hand to help them if they or their families have any concerns. Pupils behave well. They work diligently in lessons and are keen to succeed. They treat each other with respect, grow in self-confidence and welcome visitors to the school. Pupils’ personal development is strong. They are acutely aware of and enjoy debating current affairs, for instance. They embrace the many opportunities they have to take on leadership roles within the school. They are well prepared for life in modern Britain. The trust’s directors and governors provide a good balance of support and challenge to school leaders. They play a key role in improving the school. The improved quality of teaching has resulted in pupils now making good progress across subjects. Some pupils of middle and high ability, however, could make stronger progress to reach higher standards. Teachers do not consistently set work that is challenging enough in English and mathematics. Some of the newly appointed subject leaders are at the early stages of developing their skills in enhancing the quality of teaching and pupils’ outcomes in their areas of responsibility.