Rushton Primary School, located in Kettering, Northamptonshire, continues to be recognized as a good school following its inspection on May 8, 2024. Under the leadership of headteacher Laura Atkinson, the school is part of the Pathfinder Schools Trust, which oversees its operations through CEO Emma Simms and a board of trustees chaired by Paul Ainsworth. The school fosters a kind and caring environment where pupils feel happy and safe. Students describe the school as a little family, highlighting the warm relationships between staff and pupils. They express confidence in sharing their concerns with adults, indicating a supportive atmosphere.
The school has undergone significant changes recently, aiming to enhance various subject areas and ensure that all pupils, including those from disadvantaged backgrounds, reach their full potential. Pupils exhibit commendable behavior, focusing well during lessons and engaging positively with their peers. They demonstrate enthusiasm for learning and resilience in overcoming challenges. The school has introduced new values of courage, responsibility, and aspiration, which pupils understand and embrace. They are polite and respectful, enjoying interactions with peers across different age groups during breaks.
In terms of educational strengths, the school provides a secure start for children in the Reception Year, allowing them to explore and take risks through initiatives like Wild Wednesday sessions, which promote outdoor learning. Staff effectively support early language development, introducing new vocabulary and fostering communication skills. The school prioritizes early reading and phonics, with well-trained staff delivering a phonics program that aligns reading materials with the sounds pupils are learning. However, the reading curriculum beyond phonics requires further development to clearly outline the knowledge and skills pupils should acquire.
The mathematics curriculum is ambitious and well-structured, enabling pupils to build on prior knowledge and apply their learning effectively. Teachers demonstrate strong subject knowledge and address misconceptions promptly. The school has made improvements to its wider curriculum, but some foundation subjects, such as geography, lack clarity regarding essential knowledge, leading to gaps in pupils' understanding.
The school has effective systems in place for identifying and supporting pupils with special educational needs and disabilities. It collaborates with external agencies to provide tailored resources and lessons for those with complex needs. Pupils are well-prepared for life in modern Britain, demonstrating an understanding of diverse relationships and fundamental British values. They engage in various clubs and take on responsibilities, contributing to their personal development.
Staff members feel supported regarding their workload and well-being, valuing the training and collaborative opportunities provided by the trust. Governance is effective, with those responsible for oversight understanding the school well and fulfilling their duties. Safeguarding arrangements are robust, ensuring a safe environment for all pupils.
To improve, the school needs to clarify the component knowledge that pupils should learn in foundation subjects to address existing gaps. Additionally, the reading curriculum beyond phonics should be developed to ensure it builds incrementally and clearly outlines expectations for pupils at each educational stage. Overall, Rushton Primary School demonstrates a commitment to providing a supportive and ambitious educational environment for its pupils.
