Rawcliffe Bridge Primary School

Rawcliffe Bridge Primary is a small primary school of 43 pupils, part of a federation with Rawcliffe Primary School. Its June 2025 graded inspection found the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision all to be good. No overall effectiveness grade is given for graded inspections from September 2024. The school was previously judged to require improvement, and the report notes that a period of changing leadership had led to regular curriculum changes; there is now greater stability, with close federation working and external support strengthening the curriculum. Pupils enjoy attending the school, know each other well and are kind. They behave well, have positive relationships with staff and respond to high expectations. The school adapts teaching well for pupils with special educational needs and/or disabilities (SEND), and pupils make good progress. Reading and phonics are a clear priority, with consistent teaching and swift support for pupils who fall behind. Mathematics has been adapted to help pupils close gaps, and early years provision is thoughtfully designed. Pupils also benefit from leadership roles, purposeful writing, trips, music and links with other schools. Safeguarding is effective, governance supports and challenges leaders, and staff feel supported. The main areas for improvement are the clarity of curriculum content in some subjects and pupils’ understanding of other faiths and cultures. In some subjects, the key knowledge and skills that pupils should learn are not mapped out clearly enough, so pupils are not always helped to learn and remember the most important content. Some aspects of the curriculum also do not deepen pupils’ understanding of different faiths and cultures as well as they could, meaning some pupils are not as well prepared for aspects of life in modern Britain as they could be.

Strengths

• Pupils are kind, respectful and behave well, with positive relationships with staff.
• Staff have high expectations and pupils make good progress through the curriculum.
• Teaching adapts well for pupils with SEND so all pupils can work together in lessons.
• Reading and phonics are prioritised, delivered consistently and supported swiftly when pupils fall behind.
• Mathematics has been adapted to help pupils revisit learning and close gaps in knowledge.
• Early years provision is thoughtfully designed, with high expectations and purposeful activities.
• Pupils develop leadership skills through the school council, play leaders and lunchtime monitors.
• Pupils write with purpose and presentation is held to high standards.
• Pupils benefit from trips, music opportunities and links with the federation and other schools.
• Safeguarding arrangements are effective.
• Governance supports and challenges leaders, and staff feel supported.
• Leaders have brought stability after a period of change and use federation expertise well.

Areas for Improvement

• In some subjects, key knowledge and skills are not clearly mapped across the curriculum.
• Pupils do not always learn and remember the most important knowledge because curriculum content is unclear in some subjects.
• The curriculum does not deepen pupils’ understanding of other faiths and cultures as well as it could.
• Some pupils are not as well prepared for aspects of life in modern Britain because their understanding of different faiths and cultures is underdeveloped.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Rawcliffe Bridge Primary School attended 95.0% of sessions (the national figure for primary schools was 94.8%). 13.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Rawcliffe Bridge Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Rawcliffe Bridge Primary School had 20.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 33.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 18.2% of pupils at Rawcliffe Bridge Primary School were on SEN support (nationally 15.4%) and 9.1% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Rawcliffe Bridge Primary School received £12,540 and spent £13,343 for each of its 40 pupils. It ended the year with reserves of £11,000 (£276 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Goole · East Riding of Yorkshire local authority: places and applications

What is Rawcliffe Bridge Primary School's Ofsted rating?

The latest Ofsted rating for Rawcliffe Bridge Primary School is Good, from an inspection in July 2025.

When was Rawcliffe Bridge Primary School last inspected by Ofsted?

Rawcliffe Bridge Primary School was last inspected in July 2025.

How many pupils does Rawcliffe Bridge Primary School have?

Rawcliffe Bridge Primary School has 44 pupils on roll.

What age range does Rawcliffe Bridge Primary School cover?

Rawcliffe Bridge Primary School for pupils aged 3 to 11.

Where is Rawcliffe Bridge Primary School?

Rawcliffe Bridge Primary School is at Bridge Lane, Rawcliffe Bridge, Goole, DN14 8NH.