Rykneld Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. senior leaders and governors have succeeded in leading the school through a period of significant change.

They have effectively communicated a vision for the school of high expectations for all the school has improved quickly in a short space of time because of the leadership's strong focus on teaching and achievement teamwork in the school is strong. Teaching and non-teaching staff work well together to ensure pupils' are supported well personally and in their learning professional development has impacted well on teaching which has improved rapidly. Typically, teaching across the school is good and some is outstanding teachers make good use of ...resources to capture pupils' imagination and motivate them to work hard and to learn well in lessons pupils' progress has improved significantly and is now good.

Standards are rising and pupils achieve well from their starting points on entry to the school pupils who find learning difficult receive well-targeted support so they make good progress and achieve well pupils enjoy school and are enthusiastic learners. They enjoy working together pupils are polite, respectful and courteous. They show good levels of tolerance and awareness of how to keep themselves safe It is not yet an outstanding school because : opportunities for pupils to use and improve their reading, writing and mathematics skills in other subjects are not systematically planned for across the school pupils often have to wait too long before they are given time to check teachers' marking of their work and do not always respond to the guidance provided on how to improve

Information about this school

This is a larger than average-sized primary school.

The proportion of pupils known to be eligible for the pupil premium (the additional funding provided by the government) is below average. The proportion of pupils from minority ethnic groups and those learning English as an additional language are broadly average. Approximately 10 per cent of pupils are supported at school action and six per cent at school action plus or with a statement of special educational need.

These proportions are similar to the national average. The school supports a number of hearing impaired pupils. The needs of other pupils include a range of learning difficulties, speech, language and communication difficulties and behaviour, emotional and social difficulties.

The school met the government's floor standards in 2011 which are the minimum expected for pupils' attainment and progress. A breakfast club is run by the school during term time. The current headteacher and deputy headteacher took up their posts within the last two years.