Setting

Rebecca Steed Rockingham Primary School Rockingham Road Corby NN17 1AJ

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Primary School

Following my visit to your school on insert date of inspection, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Primary School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in February 2015. It was carried out under section 8 of the Education Act 2005.

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Primary School

Senior leaders, governors and the trust are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The academy should take further action to:

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Primary School

 Improve the post Ofsted action plan so that the induction programme for new staff is clearly set out.

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Evidence

During the inspection the inspector met with the headteacher, the assistant headteacher, and the lead teachers for early years and English, three governors and a representative of the David Ross Education Trust (DRET). The inspector evaluated the academy improvement plan and reviewed the support DRET have provided through the Improvement Cluster including the work of the Improvement Cluster Lead. The inspector also accompanied the headteacher on a tour of the academy. In addition the inspector also checked the single central record and reviewed a range of pupils’ assessment data and monitoring records. Serco Inspections Colmore Plaza 20 Colmore Circus Queensway Birmingham B4 6AT T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T : 0121 679 9167 Direct email : farhan.aslam@serco.com

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Context

Since the last inspection there have been a number of staffing changes including the resignation of an assistant headteacher and three teachers. Two teachers left at the end of the spring term and two more will leave at the end of this term. Academy leaders have appointed replacements who will join the school at the beginning of next term, including a mathematics leader and an assistant head teacher.

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Context

The academy has a small governing body known as the Local Advisory Board.

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Main findings

Academy leaders have responded quickly to address the issues identified at the recent section 5 inspection. They have put in place an improvement plan with the support of the David Ross Education Trust.

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Main findings

The academy improvement plan addresses the issues identified in the recent Ofsted inspection report within a broader plan over an extended timescale. The plan is comprehensive; it includes improvement actions, a monitoring cycle that clearly identifies the evidence that will be needed to evaluate how successful actions have been, the person responsible for ensuring the actions take place and the completion deadlines. There is also a ‘summary actions and impact report’ that provides an overview of the actions taken to date to address the areas for improvement and the impact of those actions.

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Main findings

The plan appropriately includes elements focused on improving teaching and strengthening leadership and management by ensuring that new leaders quickly develop the skills they need. This work is underway; however, the plan does not set out explicitly the induction programme for the staff joining the academy in September. Academy leaders have also acted promptly and appropriately to improve provision and standards in the early years, including: providing the lead teacher with support and advice and the opportunity to visit schools with good early years’ provision. In addition the lead teacher has also been able to network with early years colleagues from across the trust and share in activities and training such as moderation of assessment.

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Main findings

Academy leaders have also taken prompt and effective action to improve behaviour. They have purchased additional equipment for pupils to play with at break time and arranged for the Corby Partnership to train staff and Year 5 pupils to work with pupils as play leaders. School leaders have also introduced initiatives such as ‘Friendship Stop’. As a result there have been significant improvements to behaviour.

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Main findings

Governors have taken effective action to address the key areas for improvement identified in the recent section 5 report. They know the academy well and have a good understanding of the improvement plan. They hold the academy leaders to account for the plans successful and timely implementation. Governors support the headteacher in driving up standards of teaching including the appointment of four new teachers.

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Main findings

Ofsted may carry out further monitoring inspections and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

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External support

The academy leaders are effectively using the good support provided by the David Ross Education Trust particularly the support and challenge provided by the Improvement Cluster Lead.

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External support

I am copying this letter to the Chair of the Governing Body, the Director of Children’s Services for Northamptonshire and the Department for Education.

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Her Majesty’s Inspector

The letter should be copied to the following:

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Her Majesty’s Inspector

 Appropriate authority - Chair of the Governing Body  Local authority – including where the school is an academy  For academies [ CausingConcern.SCHOOLS@education.gsi.gov.uk ]

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