Rise Park Primary and Nursery School

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About Rise Park Primary and Nursery School

Name Rise Park Primary and Nursery School
Website http://www.riseparkprimaryschool.co.uk
Ofsted Inspections
Headteacher Mrs Natasha Kelly
Address Bestwood Park Drive West, Rise Park, Nottingham, NG5 5EL
Phone Number 01159153775
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 464
Local Authority Nottingham
Highlights from Latest Inspection


Rise Park Primary and Nursery School continues to be a good school.

What is it like to attend this school?

Pupils are proud to be 'Rise Parkers'. They are happy and enjoy coming to school. Each morning, staff greet all pupils warmly and show great care towards them.

Pupils get on well with each other. They celebrate each other's achievements on their 'Wall of Wonder'.

Pupils behave well and show respect for all those around them.

The atmosphere around the school is calm and purposeful. Pupils feel valued. One pupil said: 'Everyone in this school is special.

We have different features, but we are still special to the school.' Pupils say that bullying is ra...re. They know that bullying is unacceptable.

Leaders ensure that any incidents of bullying are dealt with straightaway. Pupils feel safe in school. They know how to keep themselves safe, including when learning online.

Staff have the highest expectations of all pupils. They support pupils to be the best they can be in everything they do. Classrooms are interesting and enjoyable places in which to learn.

Pupils hold many positions of responsibility. Democratically elected roles, such as those of house captains, peer mediators and Spanish ambassadors, enable pupils to contribute purposefully to school life. Pupils feel that they are listened to and that their roles help leaders to improve the school.

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

Leaders have identified the skills and knowledge they want pupils to learn. They have considered the order in which pupils will acquire knowledge in many subjects. For example, in languages, leaders have identified the key vocabulary pupils will learn in each year group.

Teachers are clear about the knowledge that is to be taught. Teachers ensure that pupils revisit their previous learning so that they are able to consolidate what they already know. This means that pupils know and remember more.

However, this is not yet consistent in all subjects, such as in music and mathematics.

Leaders have prioritised the teaching of phonics and reading. Children begin their phonics learning as soon as they start in early years.

Children read books that are well matched to the sounds they know. Teachers encourage a love of reading. They have clear expectations of the types of books pupils should experience and read.

Pupils enjoy reading. They read regularly in school and at home. Pupils are proud of the rewards they receive for the efforts they make with their reading.

They particularly enjoy the 'reading discos'.

Pupils are enthusiastic about mathematics and eager to talk about and share their learning. Many older pupils are confident when explaining their understanding, but some find mathematics too easy.

Leaders are aware that these pupils need additional challenge. On some occasions, teachers do not break down new learning into small enough steps. This makes it difficult for a few younger children to understand new concepts.

Children in early years get off to a good start. They learn happily together. Leaders in Nursery and Reception Years work closely together.

They have a good understanding of the needs of each child. This means that children in Nursery are well prepared for their learning when they move into the Reception class. Children are polite and kind to each other.

They are confident learners.

Leaders help teachers to identify the needs of pupils with special educational needs and/or disabilities (SEND) accurately. Pupils with SEND study the full range of subjects.

Some pupils access 'The Nest'. The use of this provision helps to ensure that pupils' social and emotional needs are met.

Pupils' personal development is important in this school.

Pupils learn life and social skills. These are taught well. There is a wide range of after-school clubs that pupils can attend.

These include sports, skateboarding, choir and pottery clubs. These are well attended. Pupils have an active voice in school.

They learn about democracy and mutual respect. Pupils celebrate diversity. They told the inspector: 'It is a good thing that everyone is different.

It wouldn't be a very positive world if there was no diversity.' Pupils are well prepared for life in modern Britain. They understand how to keep themselves healthy and safe.

Governors know about all the aspects of the school's work. They check on safeguarding procedures and the welfare of pupils and staff. Governors share and recognise leaders' commitment to the pupils of the school.

Support from the local authority has enabled senior leaders to carry out their work effectively. Leaders have worked hard to empower staff. They have developed and coached subject leaders.

Staff appreciate the professional development opportunities they are given. Staff are proud to be part of the school team. They appreciate the consideration that leaders take towards helping them achieve an appropriate work–life balance.


The arrangements for safeguarding are effective.

Leaders, staff and governors ensure that the safety of pupils is at the forefront of their work. They have received suitable training.

Staff have the knowledge they need to identify pupils who may be at risk. Safeguarding records are detailed and thorough. Strong communication between staff ensures that concerns are shared swiftly.

Leaders ensure that appropriate checks have been carried out before visitors come into the school. There are clear procedures for managing allegations against staff.

Teachers help pupils understand how to keep safe.

Specialist visits have provided older pupils with the knowledge to recognise the dangers of knife crime and gang culture.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have considered the progression and sequencing of the curriculum. However, in some subjects, leaders do not yet make the strongest use of this information to help teachers break down new learning into small enough component parts.

This means that some pupils are not challenged sufficiently, and others can struggle to learn new concepts quickly. Leaders should make sure that teachers identify the small steps and precise knowledge and skills pupils need to learn successfully.


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 a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in February 2012.

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