Royal Rise Primary School, located in Tonbridge, Kent, underwent its first inspection since becoming a sponsored academy in July 2017. The inspection, conducted on September 14 and 15, 2021, resulted in an overall effectiveness rating of good across all evaluated areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The school has made significant progress since joining the multi-academy trust, with dedicated leaders who are committed to continuous improvement. The headteacher enjoys a high degree of autonomy while benefiting from the support and expertise of the trust. Communication among leadership tiers is effective, fostering clarity of purpose and strong governance.
Pupils express enjoyment in attending the school, highlighting a positive atmosphere and a sense of pride in its recent changes. They report that bullying is not a concern, and most students behave well. Support for pupils with special educational needs and disabilities is commendable, with staff and peers providing assistance. The nurturing environment created by staff contributes to pupils' growing confidence, with students feeling valued and recognized for their individual strengths.
The curriculum has evolved over the past four years, with leaders focused on ensuring that learning meets the diverse needs of all pupils. Reading is prioritized, with a phonics scheme introduced early, allowing most pupils to read fluently by the end of Year 2. Mathematics lessons are engaging, and the curriculum is designed to build knowledge and skills progressively. The personal, social, and health education curriculum is a notable strength, effectively supporting the personal development of all pupils, particularly those from vulnerable or disadvantaged backgrounds.
Despite the school's strengths, there are areas for improvement. The impact of COVID-19 has affected the trajectory of progress, and while leaders have prioritized the well-being of pupils and staff, the professional development of staff has suffered. Some teachers, particularly those new to the profession or the school, require further development in their subject knowledge. The fidelity of phonics instruction needs attention, as not all staff are adequately equipped to deliver the scheme effectively. Leaders recognize the need for a robust professional development program to enhance pedagogical knowledge and ensure that all staff teaching early reading possess the necessary skills.
The safeguarding arrangements at Royal Rise Primary School are effective, with a strong culture of safety. Staff are aware of potential risks and are proactive in addressing concerns. Pupils feel safe and cared for, and parents express confidence in the school's commitment to safeguarding.
In summary, Royal Rise Primary School demonstrates a solid foundation of good practices and a commitment to improvement. The leadership team is dedicated to enhancing the educational experience for all pupils, while the supportive environment fosters positive relationships among students and staff. Continued focus on professional development and curriculum fidelity will be essential for sustaining progress and addressing the challenges posed by recent disruptions. The school is well-positioned to build on its successes and further enhance the quality of education it provides.
