Rose Green Junior School

Inspection of Rose Green Junior School Raleigh Road, Rose Green, Bognor Regis, West Sussex PO21 3NA

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Previous inspection grade Good

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Overall effectiveness Outstanding

The executive headteacher of this school is Philip Craig. This school is part of The Schoolsworks Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Cathy Williams, and overseen by a board of trustees, chaired by Norman Rose. There is also a head of school, Cathryn Easton, who is responsible for this school. 18 and 19 June 2024

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What is it like to attend this school?

Inclusion is at the heart of this school. Central to the school’s well-embedded culture for learning are the key concepts of ‘looking after ourselves, looking after each other and looking after the planet’.

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What is it like to attend this school?

Pupils benefit greatly from the way these concepts are realised throughout the school. Positive relationships are fundamental here. Great emphasis is placed on knowing pupils and supporting them to achieve their very best. Pupils achieve highly and are exceptionally well prepared for their next steps. One pupil explained that the school helps them to be a better version of themselves.

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What is it like to attend this school?

Pupils rise to the school’s exceptionally high expectations for behaviour. They exhibit positive attitudes towards all aspects of school life and are keen to share all they enjoy about their school. They value the support from staff. They appreciate the caring and nurturing environment that this school offers as well as the vast array of opportunities they have.

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What is it like to attend this school?

Due to the carefully planned curriculum and expert teaching, pupils achieve very well across the broad range of subjects that they study. The rich curriculum they experience prepares them extremely well for their secondary school education. The ambition for every pupil to exceed their potential is pivotal to the school’s success.

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better?

Staff deliver a curriculum that is highly aspirational and ambitious for all pupils. The school has carefully thought about the key knowledge that pupils must know in order to become lifelong learners. The school constantly reviews and refines its work to ensure that it meets the needs of all pupils. Nothing is left to chance and staff are very well trained to ensure that they have the knowledge and skills to implement changes effectively. This relentless approach to ensuring that pupils receive the best runs through the whole school, including those responsible for leadership and governance. Staff make thoughtful use of external support or advice as well as drawing upon expertise from within the trust. As a result, pupils are exceptionally well prepared for the next stage of their education and beyond.

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better?

Teachers are highly skilled in checking pupils’ understanding. This helps staff to highlight gaps quickly and use this information to adapt learning. As a result, pupils have a firm foundation of knowledge across the curriculum, which helps them to flourish. Staff use a range of strategies to ensure that pupils successfully understand key concepts. They expertly model the expectations within lessons. Some pupils with special educational needs and/or disabilities (SEND) require more support. This is provided in a carefully considered manner with strong awareness of the specific needs of individuals. Staff have a deep understanding of the needs of pupils with SEND. This is due to the bespoke training and support that the school offers them. As a result, there is highly individualised support, which helps pupils to achieve well. 18 and 19 June 2024

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Reading has the highest priority in school. There is a genuine buzz of enthusiasm around reading. Pupils love to talk about their favourite authors and share which books they have enjoyed reading. Staff model how to read books with intonation and expression. As a result of expert teaching, pupils are highly engaged during reading sessions. Books that pupils will read have been carefully selected to promote in-depth discussion around complex concepts, as well as provide opportunities to develop pupils’ oracy and reading skills. There is a strong determination for every pupil to be a fluent reader as quickly as possible. Some pupils require more support with this. Additional phonics sessions help pupils to catch up with their peers while also being fully immersed in reading for pleasure.

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Exceedingly positive relationships are integral to the school’s success in all areas. The school’s behaviour management approach is implemented consistently and fairly across the school. As a result, the strong routines of school life are well embedded. Pupils are committed to their learning. They demonstrate resilient and productive attitudes towards their learning.

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The school carefully makes the most of every opportunity to support pupils’ personal development. The firm focus on inclusion supports pupils to access all elements of school life. The school is rightly proud of the opportunities provided for all pupils. Pupils are delighted to represent the school through the variety of roles and responsibilities in school. These positions help pupils to be active citizens. The ‘cyber squad’ has a keen focus on keeping others safe when using technology while the ‘friendship squad’ makes sure that everyone is included at playtime. Pupils have a mature understanding of the school values and why these matter.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or 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.

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the 18 and 19 June 2024

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school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 18 and 19 June 2024

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School details

Dates of previous inspection 10 and 11 May 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Schoolsworks Academy Trust.  The school currently uses one unregistered alternative provision.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in the evaluation of the school.  The inspection team met with the executive headteacher and head of school. They also met with other school leaders, staff and pupils. 18 and 19 June 2024

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 The lead inspector met with three governors, including the chair of governors. She met the chair of trustees and spoke to the CEO of the trust.  The inspection team carried out deep dives in these subjects: early reading, mathematics, computing, art and science. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To inspect safeguarding, the inspection team checked the single central record of recruitment checks and talked to leaders responsible for safeguarding. The inspectors also talked to a range of staff and pupils informally.  The inspectors considered the responses to the confidential staff survey and spoke to a range of staff and pupils about their views of the school.  The inspectors took account of the 55 responses to the Ofsted Parent View

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questionnaire and the additional 39 free-text responses. An inspector talked with some parents on the first morning of the inspection.  The inspection team met with a range of pupils to discuss their views about the school and talked to pupils informally during social times and in lessons.  The inspectors reviewed a range of documentation, including the school development plan and school self-evaluation.

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Inspection team

Sara Staggs, lead inspector His Majesty’s Inspector

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Inspection team

Linda Appleby Ofsted Inspector 18 and 19 June 2024

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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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