Richard Hill Church of England Primary School, located in Thurcaston, Leicester, underwent an inspection on November 2 and 3, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, personal development, and leadership and management also receiving the same rating. However, the behavior and attitudes of the pupils were deemed good, and the early years provision was rated positively.
Pupils expressed that they feel happy and safe at the school, highlighting a friendly environment where they enjoy playing together and appreciate their teachers. They described the school as special, emphasizing the presence of love and joy. The behavior of the pupils is commendable, as they are polite and welcoming to visitors. Instances of bullying are rare, and when they occur, pupils trust that their concerns will be taken seriously by the staff.
Children in the early years adapt quickly to school life, demonstrating independence and responsible use of resources. However, as they progress through the school, learning can slow in some subjects due to a lack of effective curriculum delivery by some staff members. The school has established strong ties with the local community, including connections with the church and a nursing home. Parents and carers have noted recent improvements and take pride in their children's achievements, although there are concerns regarding pupils' understanding of life in modern British society.
Leaders have made significant changes to the curriculum to ensure it is broad and balanced, and they are working on refining it to clarify the key knowledge that pupils need to acquire. While there is support for staff in delivering the curriculum, some teachers lack secure subject knowledge, which can lead to misconceptions being taught. Assessment practices in subjects other than English and mathematics are still developing, making it challenging for leaders to gauge what pupils have learned.
The early reading program is new, with resources and training in place to support its implementation. Reading materials are generally well-matched to pupils' developmental stages, and regular checks are conducted to ensure pupils are retaining the sounds necessary for decoding words. Some pupils, including those with special educational needs and disabilities, receive additional reading support.
In the early years, children build strong relationships with adults and peers, learning to share and take turns. They engage in independent work that reflects their learning from adult-led activities. Pupils exhibit positive attitudes towards school and are eager to learn. Leaders are taking steps to improve attendance and punctuality, and high expectations for pupil conduct are consistently enforced.
Pupils are educated on health and well-being, participating in morning exercise sessions and learning about healthy relationships. However, there is a noted gap in their understanding of the values and beliefs of different groups within modern British society, which can lead to generalizations about various communities.
Governance is active, with governors visiting the school to verify information from leaders. The school is currently in a stable period, and staff report that leaders are attentive to their well-being and workload, appreciating the training opportunities provided.
The safeguarding arrangements are effective, with leaders prioritizing pupil well-being and safety. Staff are vigilant and responsive to concerns, collaborating with external agencies when necessary. Pupils receive education on safety, tailored to their age group.
To improve, the school must ensure consistent implementation of the curriculum and secure understanding among teachers. Assessment systems in foundation subjects need development to clarify what pupils know and need to learn. Additionally, pupils' understanding of protected groups must be enhanced to prepare them for modern society.
