Redhill Primary Academy, located in Telford, Shropshire, has recently undergone an inspection that has resulted in an overall effectiveness rating of outstanding. The inspection took place from June 11 to June 12, 2024, and evaluated various aspects of the school, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all of which were rated outstanding. The headteacher, Claire Whiting, leads the school, which is part of the Thomas Telford Multi Academy Trust, overseen by executive advisors Sir Kevin Satchwell and Fiona Seddon, and a board of trustees chaired by John Ferguson Bowater.
The school fosters a culture where pupils are encouraged to become valued individuals, and this vision permeates all aspects of school life. Pupils thrive academically, personally, and socially, engaging in a broad and in-depth curriculum. Parents have expressed their satisfaction, noting that the school produces well-rounded individuals who hold high expectations for themselves and others. The school’s high aspirations are reflected in the enthusiasm and love for learning exhibited by the pupils, who develop into confident, resilient, and responsible citizens. The inclusive culture of the school supports strong friendships and creates a harmonious atmosphere where pupils work and play well together.
Pupils learn to respect one another and understand the world around them, celebrating differences and actively participating in school life. They contribute to various initiatives, such as suggesting changes to the school dinner menu and engaging in community service projects. The curriculum is exceptionally well-structured, based on evidence-based research that identifies key knowledge and the appropriate timing for teaching it. Staff deliver this curriculum consistently, ensuring that pupils acquire and retain essential knowledge and skills for future success. High-quality training for staff enhances their expertise, enabling them to inspire and motivate pupils effectively.
Lessons are designed to meet the diverse needs of learners, with effective assessment practices in place to ensure understanding. This is particularly notable in mathematics, where pupils, including those with special educational needs and disabilities, develop a robust knowledge base that allows them to make connections across subjects. For instance, early years pupils learn programming skills that are later applied in design and technology projects.
The early years provision is strong, with staff building positive relationships with children and tailoring learning experiences to their needs. Children are supported in their language development and have ample opportunities to practice their learning through play. Reading is a central focus of the curriculum, with carefully selected books that reflect diverse cultures and backgrounds, fostering a love for reading among pupils. Phonics instruction is delivered effectively, ensuring that all pupils read with fluency and comprehension.
The school has robust processes for identifying additional needs, ensuring that pupils with special educational needs receive the same curriculum as their peers and achieve well. Personal development is prioritized, with pupils demonstrating a deep understanding of values such as tolerance and respect. Collaborative projects with a school in Kenya enhance their learning experiences and societal contributions.
Leadership at the school is characterized by a clear and shared vision, with trust leaders and governors holding the school accountable for educational quality and outcomes. They are mindful of staff workload, ensuring that educators feel valued and proud to work at the school. The safeguarding arrangements are effective, contributing to a safe and supportive environment for all pupils. Overall, Redhill Primary Academy exemplifies excellence in education, providing a nurturing and enriching environment for its pupils.
