The Rackham Church of England Primary School in Witchford, Ely, Cambridgeshire, has recently undergone an inspection on 22 and 23 October 2024, resulting in a positive evaluation across various aspects of its educational provision. The school has been rated as good in the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This reflects a consistent standard of excellence since the previous inspection in March 2019, which also rated the school as good.
The school environment is described as inviting, where students feel welcomed and enjoy their time with peers while engaging in learning activities. Pupils are aware of the school's mission to work collaboratively to achieve their best, and they appreciate the high expectations set by the staff. The curriculum has been thoughtfully designed, and recent improvements in its delivery have led to commendable student achievements. Pupils find the topics and activities engaging, which enhances their motivation to learn.
Students demonstrate respect for one another's ideas and opinions, contributing positively to discussions and activities. When focus wanes, gentle reminders from staff help redirect attention. The school prioritizes safety, teaching pupils the importance of online safety, road safety, and safe biking practices. Leadership roles, such as school councillors and reading ambassadors, allow students to contribute to the school community.
The curriculum has undergone a comprehensive review, resulting in a broad and balanced educational experience relevant to the pupils. Staff effectively present new concepts and assess students' understanding, addressing any gaps in knowledge. However, there are areas where the implementation of the curriculum could be improved, particularly in a few subjects where students struggle to retain important knowledge and make connections with prior learning.
The integration of the local pre-school into the school has been beneficial, with children enjoying their time there. Staff support vocabulary development during storytime, but the pre-school curriculum does not align well with the Reception Year curriculum, which affects children's preparedness for their next educational stage.
Reading is a focal point at the school, with older pupils enjoying high-quality texts and receiving guidance from reading ambassadors. Phonics instruction begins early, ensuring consistency across staff, and parents are involved in supporting their children's reading at home. This approach has led to pupils becoming confident readers.
The school provides high-quality support for pupils with special educational needs and disabilities, ensuring their individual needs are met. Staff are well-trained to support these pupils effectively, and the school collaborates with external agencies to provide additional resources.
Behaviour management is generally effective, with most pupils displaying good behaviour. Some low-level disruptions occur but are typically addressed promptly by staff. Attendance has improved significantly due to clear systems and communication.
The school's personal development program emphasizes emotional literacy, helping pupils express their feelings and manage negative emotions. Inclusivity and diversity are core values, with opportunities for artistic and musical development available to all pupils.
Governance at the school is strong, with governors understanding their roles and responsibilities. They provide a balance of support and challenge, considering staff well-being alongside school improvement. The school community is positive about the collaborative efforts to achieve its aims.
Overall, the inspection highlights the school's commitment to providing a high-quality education, with areas identified for further improvement, particularly in aligning the pre-school curriculum with the Reception Year and enhancing the implementation of the curriculum in certain subjects. The school is well-positioned to continue its trajectory of success.
