Ryton-On-Dunsmore Provost Williams Church of England Academy

Ryton-on-Dunsmore Provost Williams Church of England Academy is a small, friendly primary school within the Diocese of Coventry Multi Academy Trust. Inspectors found a warm, inclusive culture where pupils feel they belong, behaviour is calm and respectful, and safeguarding standards are met. Attendance is a high priority and leaders have improved attendance and reduced persistent absence, particularly for pupils with SEND and disadvantaged pupils. The school has a high proportion of pupils with SEN support and has recently opened a specialist resource provision for social, emotional and mental health needs. Early years provision, inclusion, personal development and leadership and governance are broadly secure, with strong pastoral relationships and a broad enrichment offer. The main concerns are achievement and the quality of curriculum delivery. Pupils' foundational knowledge has gaps, especially in punctuation and grammar, and the quality of work in books is not consistently high. Teaching varies across classes and subjects; misconceptions are not always picked up quickly, and tasks are not always precisely matched to pupils' needs. Outcomes at the end of key stage 2 and in the multiplication check are not yet good enough, particularly for disadvantaged pupils, although phonics is in line with national averages. Leaders are ambitious and have acted quickly to strengthen the curriculum, and governance and staff support are sound. However, the impact of recent professional development is not yet visible in pupils' outcomes or the quality of their work. The report's next steps focus on refining teaching so activities match all pupils' needs, making pastoral support more precise, and ensuring pupils make sustained progress and produce high-quality work across the curriculum.

Strengths

• Safeguarding standards are met and pupils feel safe.
• Attendance is a high priority, with improved attendance and reduced persistent absence for pupils with SEND and disadvantaged pupils.
• Pupils behave calmly and respectfully, and bullying or discriminatory behaviour is rare and dealt with quickly.
• The school promotes an inclusive approach to behaviour and makes reasonable adjustments for pupils who need extra help.
• Children in the early years settle quickly into a warm and nurturing environment.
• The early years curriculum is well sequenced with vocabulary development at its heart.
• Staff adapt teaching effectively for children with SEND and disadvantaged children in the early years.
• Inclusion systems generally identify needs and reduce barriers, so most pupils with SEND learn well alongside their peers.
• Leaders use additional funding effectively to remove barriers for disadvantaged pupils.
• Leaders are ambitious, know the school's strengths and priorities, and have acted quickly to strengthen the curriculum.
• Governors and trustees know the school well and provide effective support and challenge.
• Staff feel well supported and value leaders' consideration of workload.
• The personal development programme builds character and includes a wide range of enrichment opportunities.
• All pupils can access school-run clubs without financial barriers.
• Pupils learn how to stay safe online and offline and understand healthy relationships.
• Pupils are kind, polite and respectful of difference.

Areas for Improvement

• Pupils' foundational knowledge has gaps, particularly in punctuation and grammar, and these are not closing quickly enough.
• The quality of pupils' work in books is not consistently high across the curriculum.
• Some pupils struggle to talk confidently about their learning, especially in the wider curriculum.
• Outcomes at the end of key stage 2 and in the multiplication check are not yet good enough, particularly for disadvantaged pupils.
• Teaching varies across subjects and year groups, so pupils do not learn consistently well.
• Misconceptions are not always identified quickly enough, leading to repeated mistakes and limited progress.
• Tasks are not always precisely matched to all pupils' needs.
• Leaders' evaluation of the progress of pupils with additional needs lacks precision.
• Support for pupils with significant complex needs varies in quality.
• Support for pupils' mental wellbeing is not always accessed quickly or consistently.
• Opportunities for pupils to build resilience and independence through meaningful roles across the school are limited.
• Pupils' understanding of different religions is less developed.
• In the early years, the learning purpose of some activities is not always clear and opportunities to maximise interactions are sometimes missed.
• Leaders need to refine their analysis of the impact of recent work, which has not yet improved outcomes or the quality of pupils' work.
• Overall absence and persistent absence remain above national averages.

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 Ryton-On-Dunsmore Provost Williams Church of England Academy attended 93.1% of sessions (the national figure for primary schools was 94.8%). 21.6% 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, 5.4% of pupils at Ryton-On-Dunsmore Provost Williams Church of England Academy 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 Ryton-On-Dunsmore Provost Williams Church of England Academy had 17.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% 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, 23.5% of pupils at Ryton-On-Dunsmore Provost Williams Church of England Academy were on SEN support (nationally 15.4%) and 2.9% 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 2024–25 Ryton-On-Dunsmore Provost Williams Church of England Academy received £9,736 and spent £9,723 for each of its 111 pupils. It ended the year with reserves of £43,000 (£386 per pupil).

Across all 22 schools of The Diocese of Coventry Multi-Academy Trust, income was £7,560 and spending £7,478 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

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All schools in Coventry · Warwickshire local authority: places and applications

Ryton-On-Dunsmore Provost Williams Church of England Academy is part of The Diocese of Coventry Multi-Academy Trust, which runs 22 schools. The nearest others:

• Stretton Church of England Academy Coventry
• St Bartholomew's Church of England Academy Coventry
• St Laurences CofE Primary School Coventry
• St John's Church of England Academy Coventry
• Long Itchington CofE Academy Southam
• Leamington Hastings Church of England Academy Rugby
• Dunchurch Boughton Church of England Junior Academy Rugby
• Dunchurch Boughton Church of England Infant Academy and Nursery Rugby
• St Oswald's CofE Academy Rugby
• All Saints Church of England Academy Warwick

What is Ryton-On-Dunsmore Provost Williams Church of England Academy's Ofsted rating?

The latest Ofsted rating for Ryton-On-Dunsmore Provost Williams Church of England Academy is Needs attention, from an inspection in October 2026.

When was Ryton-On-Dunsmore Provost Williams Church of England Academy last inspected by Ofsted?

Ryton-On-Dunsmore Provost Williams Church of England Academy was last inspected in October 2026.

How many pupils does Ryton-On-Dunsmore Provost Williams Church of England Academy have?

Ryton-On-Dunsmore Provost Williams Church of England Academy has 102 pupils on roll.

What age range does Ryton-On-Dunsmore Provost Williams Church of England Academy cover?

Ryton-On-Dunsmore Provost Williams Church of England Academy for pupils aged 3 to 11.

What are Ryton-On-Dunsmore Provost Williams Church of England Academy's SATs (KS2) results?

In 2025, 55% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Ryton-On-Dunsmore Provost Williams Church of England Academy?

Ryton-On-Dunsmore Provost Williams Church of England Academy is at Sodens Avenue, Ryton-on-Dunsmore, Coventry, Warwickshire, CV8 3FF.