The Rissington School

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About The Rissington School

Name The Rissington School
Ofsted Inspections
Headteacher Mrs Susan Dawe
Address Mitchell Way, Upper Rissington, Cheltenham, GL54 2PL
Phone Number 01451820857
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 246
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Rissington is a friendly and welcoming school where everybody gets along. Pupils are kind and respectful. They showcase the school's values of 'aspire, belong and challenge' in all they do.

For example, older pupils include younger children in games at lunchtime to make sure that no one is left out.

The school expects the best of everyone. Pupils rise to these high expectations.

They work hard in lessons and take pride in their work. Staff take quick and effective action when disruption to learning or bullying occurs. Pupils know that adults are always on hand to provide advice and improve things.

This makes for a happy and safe school.

The ...curriculum highlights important issues, such as mental health and well-being. Pupils learn to use various strategies that help them manage any worries.

This considered approach allows them to develop resilience and independence.

Pupils regularly share their skills and talents. In 'spotlight' assemblies or reading in front of the whole school, pupils delight in celebrating their own and each other's successes.

The great majority of parents and carers are complimentary about the school's work and would recommend it to others. Many commented on the positive atmosphere and strong sense of community.

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

The headteacher has instilled a culture in which everyone works together for the benefit of pupils.

A strong spirit of teamwork exists here. Since the previous inspection, the school has opened a second site and has significantly increased the number of pupils on roll. Collectively, leaders, staff and governors have successfully managed the changes.

They have ensured strong academic outcomes for pupils over time.

The school makes communication and reading a top priority. In early years, staff choose songs, rhymes and books to develop children's vocabulary and interest in the world around them.

For example, in the pre-school, children use words such as 'sunny sizzle' and 'rainy drizzle' to describe the weather. Staff implement the phonics and reading programmes successfully. They draw on assessment information well to pinpoint pupils who need extra support.

Teachers inspire a love of reading in pupils. They make book recommendations to expand pupils' reading interests. Pupils of all ages talk animatedly about the books they read.

They leave Year 6 as confident and avid readers.

In many subjects, the mixed-age curriculum sets out the most important knowledge and concepts that pupils need to learn and build on over time. Staff skilfully link knowledge from one subject to another.

For example, older pupils know and understand more about art in the Shang Dynasty by exploring artefacts in history. However, the school recognises that its work is not complete in a few subjects. This means that pupils' learning is not as deep as it is in the rest of the curriculum.

The school has implemented a new and ambitious mathematics curriculum. It sets out what children and pupils need to learn from pre-school through to Year 6. Teachers revisit prior learning to secure pupils' knowledge.

They encourage pupils to use vocabulary accurately. In early years, children apply their learning of shapes through carefully designed play activities. However, in some of the other curriculum subjects, learning activities are not challenging enough.

When this occurs, it limits pupils' ability to apply their knowledge.

The school has an increasing number of pupils with special educational needs and/or disabilities. Early identification ensures that pupils get the support and guidance they need.

Staff adapt approaches so that pupils experience success in ways that are right for them.

Typically, pupils behave sensibly in class. They are motivated to earn class 'pom-poms' rewards and house points for doing the right thing.

Pupils' attendance is excellent because they enjoy coming to school. Swift and effective action is taken when pupils miss too much school.

Pupils have many opportunities to learn beyond the classroom.

By contributing to important projects, such as reducing food waste, they play a part in considering the impact of their actions. Pupils lead assemblies to develop the confidence to speak in front of an audience. They can explain the risks of drugs and alcohol on the human body.

Pupils make sure that regardless of difference, everyone is welcome and accepted. All of this prepares pupils well for life beyond primary school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the curriculum does not set out the most important knowledge and concepts that pupils need to learn and build on. As a result, pupils' understanding is not as detailed as it is in other subjects. The school should ensure that it defines the knowledge and concepts so that pupils build on their learning and have the same depth of understanding as they do in other subjects.

• On occasions, the implementation of the wider curriculum is not fully effective. Some learning activities do not help pupils acquire information well enough. The school should ensure that teachers select activities that enable pupils to build on their knowledge.

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