Ripon Cathedral Church of England Primary School, located in North Yorkshire, has been recognized as a good school following its inspection on February 11-12, 2020. The leadership and staff at the school are dedicated to providing the best possible education for their pupils, fostering an environment where care and respect are paramount. The staff are well-acquainted with the individual needs of their students, ensuring that each child receives the attention they require to thrive.
The curriculum offered at Ripon Cathedral is engaging and diverse, allowing pupils to learn about various communities and respect the rights of others. The school emphasizes the importance of personal development, encouraging students to engage with significant social issues such as homelessness and the plight of refugees. This is complemented by a wide range of extracurricular activities, including clubs, trips, and residential experiences, which enrich the pupils' educational journey.
Most pupils report feeling safe and secure within the school environment, and their behavior is commendable. They display enthusiasm and confidence in their learning, often eager to share their thoughts and ideas. The staff are proactive in addressing any behavioral issues, working collaboratively with students to foster improvement.
Parental feedback is overwhelmingly positive, with many parents expressing satisfaction regarding their children's happiness and safety at school. They appreciate the broad spectrum of subjects and experiences available, attributing their children's success to the high expectations set by the teaching staff.
The school has a clear vision for the curriculum, having engaged with both pupils and parents to identify the personal qualities they wish to cultivate in their students. Curriculum leaders have enhanced their understanding of effective learning through collaboration with universities and local school networks, which has informed the planning of what pupils will learn. While subjects like science and art have a well-structured approach, there are inconsistencies in the depth of learning in other areas, such as history.
Reading standards have seen significant improvement, with early phonics teaching being prioritized. Support is provided for pupils who need to catch up, and new strategies for whole-class reading have been implemented, leading to better outcomes. Mathematics instruction has also improved, with staff receiving better training and support, although there are still areas, such as geometry, where pupils' understanding could be strengthened.
The curriculum promotes personal, social, and emotional development, fostering respect for diverse faiths and cultures. Pupils engage with various communities and participate in charitable activities, which help build their empathy and social responsibility. The school environment is calm and respectful, conducive to learning and achievement.
Special educational needs and disabilities are well-supported, ensuring that all pupils can access the full curriculum and participate in a variety of activities. The headteacher has worked diligently to raise expectations and improve pupil achievement, with governors sharing this vision. While most staff feel supported, some express concerns about increased demands on their workload.
In the early years, children benefit from strong relationships with adults, which aids their development in reading and numeracy. However, there are areas where the curriculum could be further developed, particularly in maintaining children's focus during activities.
The safeguarding arrangements at the school are effective, with staff trained to recognize and respond to welfare concerns. Leaders ensure that the school environment is safe and that pupils are educated about safety through various channels.
To enhance the quality of education, leaders and teachers need to ensure consistent implementation of curriculum plans across all subjects and year groups. Improvement strategies in mathematics should be expanded to solidify pupils' knowledge. Additionally, further development of the early years curriculum is necessary to optimize learning experiences for children as they transition to Year 1.
