Rolleston Primary School

Inspection of Rolleston Primary School Hillsborough Road, Leicester, Leicestershire LE2 9PT

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 17 and 18 May 2022

p.1

What is it like to attend this school?

This is a happy and caring school. Relationships are positive and respectful. Pupils enjoy the variety of extra-curricular events that enrich their learning. They appreciate opportunities to play different sports. Pupils take on their roles as play leaders and school councillors with pride.

p.2

What is it like to attend this school?

Pupils behave well. They respect each other’s differences and comment how everyone is welcome at their school regardless of who they are. Pupils are proud to receive awards for using ‘character muscles’, such as perseverance. Pupils say that bullying is rare, but if it did happen, they trust staff to resolve any worries quickly.

p.2

What is it like to attend this school?

Pupils’ well-being is well considered. One pupil, typical of many, explained how ‘school is a safe place where we can let our emotions out’. Parents agree that their children feel safe.

p.2

What is it like to attend this school?

Pupils are keen to learn and achieve well. They enjoy reading a variety of books. They use their knowledge of arithmetic well to solve problems. They learn complex vocabulary that helps them to discuss interesting ideas. However, leaders have not sufficiently sequenced the whole curriculum from early years to Year 6. Some pupils at the early stages of reading do not receive precise support they need to catch up quickly.

p.2

better?

Leaders have ensured that the curriculum is ambitious for all pupils. Subject leaders have identified the most important knowledge pupils need to know for all subjects in each year group. This ensures that teachers can teach the curriculum in a logical order, so pupils’ knowledge builds over time. However, this is not consistent across all subjects and requires further development.

p.2

better?

Teachers receive subject-specific training. This provides them with a good understanding of the subjects they teach. In lessons, teachers present subject matter clearly. Leaders ensure that in most subjects, teachers have resources that help them to deliver the planned learning.

p.2

better?

Leaders ensure that reading is given a high priority. They ensure that pupils have access to a wide range of quality books. Pupils receive awards to recognise their efforts to read more. Teachers read to pupils every day. They use literature to help increase pupils’ vocabulary. Teachers help pupils to use their vocabulary to explain their understanding of what they read.

p.2

better?

Leaders have ensured that there is a consistent approach to teaching phonics. Staff have received appropriate training to help them deliver the school’s early reading programme. Teachers accurately identify any gaps that pupils may have in their 17 and 18 May 2022

p.2

3

knowledge of phonics. Pupils do not always receive the precise support they require to catch up quickly.

p.3

3

In mathematics, teachers follow an ambitious and well-thought-out curriculum. Teachers know the subject well. This enables them to spot pupils’ errors or misconceptions quickly. Teachers use regular checks to identify any mathematical knowledge that they need to revisit. They use resources well to help pupils use their knowledge to solve problems.

p.3

3

Leaders identify pupils with special educational needs and/or disabilities (SEND) promptly. Adults reflect upon, and adapt, the curriculum for pupils with SEND to ensure that it matches their needs. Pupils and their parents and carers contribute to this process. Where needed, leaders ensure that they involve outside agencies to meet the needs of pupils with SEND.

p.3

3

Children in the early years get off to a good start. Relationships are warm and positive between adults and children. Established routines ensure that children are ready to learn. There are many opportunities for children to develop their knowledge of vocabulary, numbers and writing. Children improve their physical skills in the well- resourced outside area. They develop their concentration on a wide selection of appropriate activities. Leaders have revised the curriculum. They want children to learn the right knowledge to prepare them for future learning. However, leaders have not ensured that this is consistent across all areas of learning.

p.3

3

Leaders prioritise pupils’ mental and physical well-being. Pupils are encouraged to show resilience and ambition to achieve their goals. They are respectful of different beliefs and family structures. Pupils learn different ways to help them to explore their own mental health and emotional well-being.

p.3

3

Governors have an in-depth knowledge of the school. They use this knowledge to support leaders. They check on staff workload. Staff enjoy working at the school. They value the opportunities they receive to develop their expertise in their roles. Teachers appreciate the consideration that leaders have for their workload and well- being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders put pupils’ welfare first. They know the pupils in school well. Leaders have clear oversight of pupils’ behaviour, attendance and safeguarding. Staff receive regular training to help them understand how to safeguard pupils. The right checks are in place before adults start working with children.

p.3

Safeguarding

Leaders persist to secure the support that pupils and families need. They liaise with other agencies and ensure that they understand local issues that may impact their pupils. 17 and 18 May 2022

p.3

4

Pupils learn about respectful relationships and personal space. Older pupils learn about peer pressure and consent. Pupils are alert to the risks of the online world.

p.4

(Information for the school and appropriate authority)

 In some subjects, leaders have not ensured that the knowledge they want pupils to learn and when is clearly outlined and understood. Consequently, pupils do not develop their understanding and knowledge of all subjects in a coherent way. Leaders should ensure that there is clarity around the core knowledge that they want pupils to learn and when across all curriculum areas.  Pupils at the early stages of reading do not always receive the precise support they need to catch up. This does not help them to learn to read quickly and efficiently. Leaders should ensure that pupils who need additional support to read receive precise support to enable them to become confident, fluent readers.  In the early years, the key knowledge that children need to learn has not been considered in all areas of learning. This does not prepare children for their next stage in education. Leaders should ensure that all aspects of the school’s early

p.4

(Information for the school and appropriate authority)

years curriculum are developed so that children are well prepared for Year 1.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

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. 17 and 18 May 2022

p.4

School details

Inspection number 10227392 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 17 and 18 October 2018, under section 5 of the Education Act 2005

p.5

Information about this school

 The school does not use the services of any alternative providers.  The school runs a before- and after-school club.

p.5

Information about this inspection

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

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher and other leaders. The lead inspector met three members of the local governing body and spoke to a representative of the local authority.  Inspectors carried out deep dives in the following subjects: early reading, mathematics, science, history and physical education. For each deep dive, inspectors met with subject leaders, considered curriculum sequencing, visited a 17 and 18 May 2022

p.5

6

sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened to a selection of pupils reading to a familiar adult.  The single central record was checked as part of the inspection of safeguarding. The inspector met with the designated safeguarding lead. Inspectors spoke with a range of staff and pupils. The school’s safeguarding records were also sampled.  Inspectors observed pupils’ behaviour in lessons and around school.  The inspectors spoke with parents at the start of the school day. Consideration was given to the views of parents expressed through Ofsted Parent View and Ofsted’s online parent questionnaire. There were no responses to Ofsted’s staff survey.

p.6

Inspection team

Mandy Wilding, lead inspector Ofsted Inspector

p.6

Inspection team

Elizabeth Mace Ofsted Inspector 17 and 18 May 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7