Rothwell Junior School

Inspection of Rothwell Junior School Gladstone Street, Rothwell, Kettering, Northamptonshire NN14 6ER

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Inspection dates: 24 and 25 September 2024

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The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Previous inspection grade Good

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The headteacher of this school is Maria Barker. This school is part of Pathfinder Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Stephen Mitchell, and overseen by a board of trustees, chaired by Joanne Woods. 24 and 25 September 2024

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What is it like to attend this school?

Pupils do not receive an acceptable standard of education at Rothwell Junior School. The impact of the school’s curriculum on pupils’ achievement is weak. This leaves pupils unprepared for the next stage of their education. The support that pupils with special educational needs and/or disabilities (SEND) receive to learn the curriculum is poor. The school has not done enough to rectify these weaknesses.

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What is it like to attend this school?

Pupils feel safe. They said that there is always someone to talk to if they are worried. Pupils like being part of a close-knit community where everyone knows each other.

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What is it like to attend this school?

Pupils are fond of the rewards they can earn for trying their best. They look forward to the gold star tea parties at the end of each term. They enjoy the range of clubs on offer to develop their talents and interests in sport and music.

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What is it like to attend this school?

Pupils are polite and friendly. They get on well with each other and typically behave well around the school building. However, the school’s expectations of pupils’ behaviour for learning are not high enough. Staff do not apply the school’s behaviour policy consistently well. Many pupils do not engage well enough in their learning. They lose concentration quickly and rely on adult help too much. Some pupils have negative attitudes towards their learning in certain subjects, particularly when their needs in these subjects are not being met.

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What does the school do well and what does it need to do better?

The school has not done enough to tackle the weaknesses in the quality of education that pupils receive. Published outcomes at the end of key stage 2 in 2023 show that pupils’ attainment in reading, writing and mathematics were low. The changes made to the curriculum have not brought about the required improvements. Consequently, pupils across the school are not achieving as well as they should.

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What does the school do well and what does it need to do better?

The school’s expectations of pupils with SEND are low. Staff do not meet the needs of pupils with SEND well enough in lessons. Teachers do not use agreed strategies and resources effectively. For example, the mathematics curriculum for pupils with SEND is unambitious. Pupils with SEND are routinely separated from their classmates for mathematics and taught a narrow curriculum. Staff who teach mathematics to pupils with SEND have not had sufficient training on how to deliver the programme to pupils’ different needs. Some parents and carers are critical of the school’s provision for pupils with SEND.

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What does the school do well and what does it need to do better?

Most staff teach the school’s phonics scheme well. However, some of the reading books that are given to those pupils who have just learned to read are too difficult. Some pupils cannot read these books accurately or fluently on their own. The reading curriculum lacks clarity. It is unclear what pupils need to know and do to read with comprehension. The school does not ensure that pupils read a wide enough range of texts. There is a narrow focus on fiction. As a result, many pupils do not learn to read as well, or as widely, as they should. 24 and 25 September 2024

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Pupils do not build new learning well enough as they move through the school. This is because of weaknesses in the design of the school’s curriculum. In some subjects, there is too much content to get through. In others, the important knowledge that pupils need to know and remember has not been broken down into small enough steps. Not all subjects match the breadth of the national curriculum.

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Learning is not matched well enough to what pupils need to know next. The checks on pupils’ learning do not enable teachers to identify what pupils know and can do. In English, for example, pupils who are at the early stages of learning to write compose whole texts instead of mastering the basics of spelling, handwriting and sentence formation. Conversely, in mathematics, pupils can spend too long on the basic content that they have already mastered, such as simple number bonds.

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While attendance rates are below average, they are improving. Absence and persistent absence rates have both fallen in the last two years. The school monitors absence closely, intervening swiftly if pupils have too much time away from school.

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Pupils know that it is important to eat a balanced diet and to exercise regularly. However, the school’s personal development offer is not preparing pupils well enough for life in modern Britain. Their knowledge of fundamental British values is insecure, and they do not learn enough about the differences between people. Pupils’ religious education does not furnish them with a suitable knowledge of world faiths.

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Turbulence over the last year has made leading, governing and working at the school challenging. Some staff do not believe that their views are well considered. As a result of this turbulence, the actions of the school and the trust to tackle weaknesses have not had the necessary impact on pupils’ learning. Some parents said their children’s education has suffered as a consequence.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s expectations of pupils with SEND are low. Too often, these pupils are not provided with the support that they need to learn all that they should. Consequently, many pupils with SEND do not achieve well enough. The school must ensure that pupils with SEND receive the help that they need with their learning so that they achieve well in all aspects of school life.  Some pupils in the early stages of learning to read do not get the support that they need to catch up. The texts they are given are sometimes too difficult for them to read. This prevents these pupils from becoming accurate, confident and fluent readers. The 24 and 25 September 2024

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school must ensure that all aspects of the phonics programme are implemented consistently well so that pupils catch up quickly.  The school’s curriculum for reading does not set out clearly enough what pupils need to know and do in order to read with understanding. Not enough thought has been given to the texts that pupils will read. Pupils do not read a wide range of texts. Consequently, many pupils do not learn to read as well as they should. The school must ensure that it develops pupils’ ability to understand increasingly complex texts, so that they are well prepared for the next stage of their education.  The school’s curriculum is not sufficiently well ordered in several subjects. In some subjects, there is too much content to get through. In others, the important knowledge that pupils need to know and remember is not broken down into small enough steps. Not all subjects match the breadth of the national curriculum. As a result, pupils do not

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gain the knowledge and skills that they need for their future learning. The school must ensure that the important knowledge that pupils must learn is set out clearly in all subjects and that pupils gain a secure understanding of this key content.  Sometimes, pupils are taught curriculum content that they are not ready for. Conversely, they sometimes spend too long on knowledge and skills that they have already mastered. Neither approach is meeting pupils’ needs well enough. The school must ensure that learning is adapted to meet pupils’ needs.  The school’s expectations of pupils’ behaviour for learning are not high enough. Staff do not apply the school’s behaviour policy consistently. When pupils do not engage actively in lessons, their understanding is less secure, and they do not complete tasks successfully by themselves. The school must ensure that staff follow the school’s behaviour policy, helping pupils to develop positive and focused attitudes to learning.

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 While pupils have respectful attitudes, they do not have sufficient knowledge of fundamental British values, the differences between people or world faiths. Consequently, they are not prepared well enough for life in modern Britain. The school should review its curriculums for promoting pupils’ personal development to ensure that pupils develop a deep understanding of equality and diversity appropriate to their age.  Over time, not enough has been done to tackle weaknesses at the school. As a result, pupils do not receive an acceptable standard of education. The school, including those with responsibility for governance, must work with staff to bring about swift and sustained improvements to the school’s curriculum so that all pupils benefit from high- quality education.

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HMCI strongly recommends that the school does not seek to appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out. 24 and 25 September 2024

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How can I feed back my views?

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 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). 24 and 25 September 2024

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School details

CEO of the trust Stephen Mitchell (Interim CEO)

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School details

Date of previous inspection 23 January 2019, under section 8 of the Education Act 2005

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Information about this school

 Rothwell Junior School is part of Pathfinder Schools Trust.  The headteacher took up her role in January 2023.  The school does not use any 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

In accordance with section 44(1) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its 24 and 25 September 2024

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pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in English, including early reading, mathematics and history. For the deep dives, inspectors discussed the curriculum with subject leaders, visited lessons, spoke with teachers, spoke with pupils and looked at samples of pupils’ work.  Inspectors also considered pupils’ learning in art and design, geography, physical education, religious education, and personal, social and health education.  Inspectors met with the headteacher, the deputy headteacher, the assistant headteacher, subject leaders, teachers and support staff. Inspectors also met with

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leaders with responsibility for pupils with SEND, disadvantaged pupils, behaviour, attendance and personal development.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors examined a range of school documents relating to behaviour, attendance and governance, as well as leaders’ self-evaluation of the school.  The lead inspector listened to a sample of pupils in Year 3 and Year 4 read. Inspectors met with groups of pupils from different year groups.  The lead inspector met with the interim CEO and the director of school improvement from Pathfinder Schools Trust. The lead inspector also met with trustees and members of the local governing board, including the chair of trustees and the chair of the local

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governing board.  Inspectors considered the responses to Ofsted Parent View and the results of Ofsted’s online staff survey. There were no responses to the online pupil survey.

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Inspection team

Shaun Carter, lead inspector His Majesty’s Inspector

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Inspection team

Moira Dales Ofsted Inspector 24 and 25 September 2024

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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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