Ravenshead CofE Primary School

Ravenshead CofE Primary School is a welcoming, inclusive Church of England primary school that is performing at the expected standard across all inspected areas, with safeguarding standards met. Pupils feel safe, attend regularly and generally behave well, and leaders have created strong pastoral care, inclusion and early years provision. The school is in a relatively advantaged area but has an above-average proportion of pupils receiving SEN support and a low proportion eligible for free school meals. The school's main strengths include a broad curriculum designed for mixed-age classes, effective early reading and phonics teaching, strong support for pupils with SEND, and a wide personal development programme. Pupils benefit from warm relationships, clear routines and a range of clubs and leadership roles. Leaders are reflective, governors are effective, and staff feel supported. There are still areas to improve. Some staff do not check pupils' understanding precisely enough, so misconceptions are not always corrected, and younger pupils sometimes take longer to secure fluency because support is not consistently effective. Some reading books do not closely match pupils' phonics knowledge, and pupils' attention can drift when teaching does not engage them. Leaders' evaluation of the impact of teaching strategies and the pupil premium strategy is not always precise enough, and published outcomes for disadvantaged pupils show gaps, although the report notes that these pupils generally make suitable progress from their starting points.

Strengths

• A welcoming, caring ethos where pupils feel safe and attend regularly.
• Strong pastoral care and family support, including nurture staff, sports mentors and breakfast club.
• Inclusive provision for pupils with SEND, with high expectations and effective adaptations.
• A broad, well-designed curriculum suited to mixed-age classes, with clear knowledge and vocabulary.
• Effective early years provision, including prompt phonics teaching and purposeful transition to Year 1.
• Pupils generally behave well and benefit from warm relationships and clear routines.
• Leaders analyse attendance closely and remove barriers for pupils who struggle to attend.
• A broad personal development programme, including outdoor education, clubs and leadership roles.
• Governors understand their roles and hold leaders to account effectively.
• Staff feel supported, and leaders consider workload and wellbeing.

Areas for Improvement

• Some staff do not check pupils' understanding precisely enough, so misconceptions are not always corrected.
• Younger pupils sometimes take longer to secure fluency because support is not consistently effective.
• Some reading books do not closely match pupils' phonics knowledge.
• Pupils' attention can drift when teaching does not engage them sufficiently.
• Leaders' evaluations of teaching strategies and pupil premium impact are not precise enough.
• Some inclusion strategies are not refined promptly, limiting their intended rapid impact.
• Published outcomes for disadvantaged pupils are below national averages in several measures.

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 Ravenshead CofE Primary School attended 95.6% of sessions (the national figure for primary schools was 94.8%). 6.6% 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, 1.0% of pupils at Ravenshead CofE 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 Ravenshead CofE Primary School had 23.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 9.0% 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, 20.6% of pupils at Ravenshead CofE Primary School were on SEN support (nationally 15.4%) and 2.8% 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 Ravenshead CofE Primary School received £6,848 and spent £6,872 for each of its 352 pupils. It ended the year with reserves of £27,000 (£78 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).

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What is Ravenshead CofE Primary School's Ofsted rating?

The latest Ofsted rating for Ravenshead CofE Primary School is Expected standard, from an inspection in October 2026.

When was Ravenshead CofE Primary School last inspected by Ofsted?

Ravenshead CofE Primary School was last inspected in October 2026.

How many pupils does Ravenshead CofE Primary School have?

Ravenshead CofE Primary School has 360 pupils on roll.

What age range does Ravenshead CofE Primary School cover?

Ravenshead CofE Primary School for pupils aged 3 to 11.

What are Ravenshead CofE Primary School's SATs (KS2) results?

In 2025, 58% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Ravenshead CofE Primary School?

Ravenshead CofE Primary School is at Swinton Rise, Ravenshead, Nottingham, Nottinghamshire, NG15 9FS.