Roose School

Inspection of Roose School North Row, Barrow-in-Furness, Cumbria LA13 0HF

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good 8–9 October 2019

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What is it like to attend this school?

This school is the hub of the local community. Parents are pleased with the quality of education and say that their children feel safe and happy at school. They particularly value the ‘wonderful community atmosphere amongst staff, pupils and parents’. Our findings support the views of parents.

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What is it like to attend this school?

School leaders have high expectations for staff and pupils. Staff enthusiastically promote the school’s mission statement ‘to enable all children to realise their potential’. They want every pupil to do their best in all aspects of school life. Pupils listen carefully and try hard with their work in lessons. They are well mannered and kind to each other around the school.

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What is it like to attend this school?

The broad and interesting curriculum helps pupils to develop a love of learning and prepares them well for their next steps. Leaders plan the curriculum well to help pupils develop personally as well as academically. This helps to give pupils the confidence to rise to challenges. Pupils enjoy the wide range of enrichment activities, including after-school clubs, trips out and themed weeks.

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What is it like to attend this school?

Pupils and staff are proud of their school and show respect for each other. Pupils feel safe and well cared for. Pupils say that they are not aware of any bullying. Any disagreements are dealt with quickly by teachers, on the rare occasions they happen. Pupils’ attendance is good.

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better?

The school is led well. Staff feel valued and pupils thrive in this school. All leaders have a detailed understanding of the strengths and priorities for improvement. Staff work together well; they share information and resources. They are keen to attend training that develops their skills and supports improvement in school. Governors provide good support and challenge to leaders.

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better?

The school’s curriculum matches the ambition and breadth of the national curriculum. Pupils enjoy the wide range of activities which enrich school life. For example, pupils learn outdoors, go on many trips and put on performances for the local community. Pupils learn to care about the world and others. They learn about different cultures and global issues and are prepared well for life in wider society.

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better?

The curriculum is well organised in English, mathematics, science, history and geography. Thorough planning in these subjects helps teachers to build on pupils’ prior knowledge and prepare them for their next steps in learning. The curriculum is not as well developed in other subjects, but leaders are in the process of bringing this about. They have already taken action to plan next year’s curriculum and train staff in those subjects where planning is not so advanced.

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better?

Children get off to a flying start in the Reception class. Staff work closely with nursery providers, which helps children settle in quickly. Children feel safe and play 8–9 October 2019

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and work together happily. Staff use information from assessments skilfully. From the start, they build on what children already know and can do. All staff have a thorough understanding of how young children learn. Well-planned, fun and exciting activities captivate children in class and outdoors. Children make good progress from their starting points and are prepared very well for learning in Year 1.

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Pupils continue to develop positive attitudes to learning as they move through the school. Their good behaviour helps them to learn well. Teachers make learning fun and memorable for pupils. For example, they use the exciting outdoor learning areas to put pupils’ mathematics learning into practice. Effective teaching helps pupils of all abilities to achieve well across the curriculum. Teaching assistants support learning effectively in each class. The curriculum is adapted well for pupils with special educational needs and/or disabilities (SEND). Pupils who need to catch up are given extra help and support.

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Staff encourage pupils’ love of reading. Children love hearing stories read by their teachers and they read widely for themselves. Skilful teaching of early reading and phonics helps pupils to read words accurately. Pupils do very well in the phonics screening checks in Year 1 and in reading and writing assessments in Year 2.

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Leaders are taking action to improve pupils’ progress in reading at key stage 2, following a recent dip. The focus on teaching reading comprehension skills is already making a positive difference. Further improvements in teaching and learning in reading remain a high priority.

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Teachers have good subject knowledge in mathematics and make learning relevant. For example, pupils apply their mathematical knowledge to outdoor learning and solve problems using their reasoning skills. Pupils make good progress and achieve well in mathematics. However, some older pupils do not have instant recall of basic number facts and this can slow them down when they complete calculations.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

School policies and records are detailed and fit for purpose. The well-being and safety of pupils is a key priority for everyone. Staff and governors are well informed and alert to any safeguarding concerns. They have completed safeguarding and ‘Prevent’ duty training, relevant to their roles. Staff have also undertaken additional training to enable them to support pupils’ mental health and well-being. The support for vulnerable pupils and families is strong.

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(Information for the school and appropriate authority)

 In English, mathematics, science, history and geography, there are detailed plans that ensure that pupils build on their prior learning as they move through school. 8–9 October 2019

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The school follows schemes that reflect the national curriculum in music and physical education. The sequencing of learning is not yet developed as effectively in other subjects. Subject leaders should continue to develop the sequencing of learning and identification of the key learning in each year group in art, design and technology, religious education, computing and languages. Ofsted’s transition statements have been applied in this inspection.  Pupils are taught reading comprehension skills in each class. However, the approaches used to teach comprehension skills are more effective in some classes than they are in others. Leaders should ensure that teachers use the most effective practice in teaching reading comprehension across the school.  Pupils make good progress in mathematics. However, some older pupils do not have a secure grasp of important number bonds. Teachers should ensure that pupils develop instant recall of basic number facts and can use this knowledge

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 8–9 October 2019

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 21–22 April 2015

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Information about this school

 Since the last inspection, three teachers and five teaching assistants have joined the school.  There is a different chair of governors and almost all governors have joined the governing body since the last inspection.  The number of pupils on roll has increased from 168 to 194.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors met with governors, the headteacher, deputy headteacher, early years leader, the special educational needs coordinator, all subject leaders and the school’s adviser from the local authority.  We spoke with all teachers and most teaching assistants during the inspection. We took account of their views on the school and their opportunities for professional development.  We looked at safeguarding procedures and records of safeguarding and behaviour. We checked pupils’ attendance and teachers’ training records. We 8–9 October 2019

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spoke to staff and pupils to evaluate their understanding of safeguarding procedures.  In addition to the subject-focused activity, we checked the quality of provision in the early years and implementation of the wider curriculum across the whole school. We looked at improvement planning and school policies.  We observed pupils’ behaviour in lessons and around school. We also spoke to them about school life and their views on personal development and behaviour.  We took account of 24 responses to ‘Parent View’, Ofsted’s online questionnaire.  We considered the following subjects in depth as part of the inspection: early reading and phonics, mathematics, history and art. Inspection activity in these subjects included: evaluation of curriculum planning; visits to lessons; scrutiny of pupils’ work; listening to pupils read; discussion with subject leaders, teachers and teaching assistants and discussions with pupils about their learning in these

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Inspection team

Jean Olsson-Law, lead inspector Ofsted Inspector

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Inspection team

Craig Richardson Ofsted Inspector 8–9 October 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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