Ruskin Infant School

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About Ruskin Infant School

Name Ruskin Infant School
Ofsted Inspections
Headteacher Ms Catherine Starnes
Address Ruskin Avenue, Wellingborough, NN8 3EG
Phone Number 01933675430
Phase Academy
Type Academy converter
Age Range 2-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 183
Local Authority North Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

Ruskin Infant School welcomes all pupils and families. It has the highest expectations of itself, its pupils and the whole school community.

Pupils are happy and proud to attend this school.

The school values of aspiration, responsibility, respect, honesty and kindness shine out. Adults frequently remind pupils about these.

Pupils understand them. There is a shared ethos and code of high expectations that all staff champion. Pupils are enthused by the lessons they have.

They enjoy the range of subjects they study.

The school works in partnership with parents and carers. It provides workshops to help parents understand school life.

S...taff make sure that parents know about phonics and the importance of reading. Almost all parents who completed the survey or spoke to inspectors were positive about the school. They value the quality of education their children receive.

This includes opportunities such as sporting events and clubs. Parents say that staff are supportive.

Attendance is strong.

The school helps all pupils so they can attend school every day. Pupils feel safe in school. They say that they are treated fairly by adults.

Pupils understand, and can explain, the school rules they have that help everyone to live well together.

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

This school values reading. Pupils start learning phonics as soon as they begin school.

The school keeps close checks on pupils so that those who need more help get extra practice. This means pupils catch up. Staff skilfully support pupils to read more fluently.

Books match the sounds that pupils are learning. They read a wide range of texts for pleasure and enjoyment.

Children in the early years get off to a good start.

They get lots of opportunities to learn to speak clearly and listen to others. Staff show children how to form letters correctly. They help children to organise their ideas into sentences.

Early mathematics is also developed well. Staff choose the right activities to help children practise what they are learning about numbers. Children are well prepared for Year 1.

The curriculum identifies what pupils should learn in a broad range of topics. In some subjects, pupils revisit their learning so they can remember what they have been taught. However, in other subjects, pupils do not get the chance they need to deepen their understanding of the most important pieces of knowledge.

As a result, pupils do not always recall key knowledge over time.

The school is ambitious for pupils with special educational needs and/or disabilities (SEND). It has improved strategies to identify pupils' needs and address them quickly.

Teachers adapt the curriculum and support pupils with SEND so that they can achieve as well as possible. There is a highly inclusive approach.

Pupils know the school's core value of respect and what this means.

They readily use this knowledge to explain what makes a good friend. They are courteous and polite to each other. Pupils appreciate the fresh start that they get each day.

They say that everyone is expected to behave well, and they understand the rules about how it is 'good to be green'. They value the rewards that they receive. The school keeps a watchful eye for any trends in unwanted behaviours.

The school plans a range of wider opportunities for pupils. It ensures that a broad range of pupils benefit from them. Pupils' knowledge of fundamental British values is developing well.

Some pupils can link these to the school values. Pupils learn about how to be safe online. The school develops pupils' interests by providing clubs.

There is a school council, so pupils can learn about responsibility. The school provides further opportunities for pupil leadership, such as being lunchtime helpers.

Staff receive training to improve their subject knowledge.

All staff, including those at the early stages of their career, appreciate this. They say that it helps them to improve their knowledge and build their confidence. The trust has provided effective support to the school at a time of staffing changes.

This support has provided clear direction about how the school can continue to improve and provide a high quality of education for all. Work has now begun to make sure that as more staff begin to lead subjects, they get the support that they need.

Those responsible for governance understand their roles well.

Trustees maintain effective oversight. They are diligent in the checks that they make about safeguarding and standards. Staff workload is carefully considered.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils do not get the opportunities that they need to embed important learning. Pupils do not reliably remember some key knowledge.

The school should ensure that pupils secure and deepen their understanding of what they have learned. ? The leadership of some subjects is not yet fully established. The school should continue to ensure that all leaders have the knowledge and skills that they need, so that areas of responsibility are well led.

Also at this postcode
Ruskin Academy

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