Rosewood Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Rosewood Primary School Rosewood Avenue, Burnley, Lancashire BB11 2PH

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Outcome

Rosewood Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

This is an inclusive school which welcomes all into its community. Pupils enjoy school, and the vast majority attend regularly and punctually. They also enjoy the range of trips and visits they participate in, including those to museums and the theatre.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. Pupils work hard and try their best. They generally achieve well.

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What is it like to attend this school?

Pupils collaborate effectively. Older pupils support their younger peers at breaktimes and lunchtimes. Pupils know how to behave well. Respect is a key feature across the school, as demonstrated in the polite way pupils interact in the classroom and during social times. They are keen to share aspects of their learning and experiences. They are articulate and confident.

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What is it like to attend this school?

The wider curriculum ensures pupils are well prepared to be active citizens in modern Britain. They speak enthusiastically about their work in the community and understand a range of different backgrounds and beliefs. Pupils also know how to keep themselves safe and healthy and who to speak to if they have any concerns.

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

The school has designed an ambitious and carefully organised curriculum. This focuses on the most important knowledge and skills pupils need. Pupils can articulate their learning clearly. For example, pupils can discuss differences between rural and industrial areas in geography and relate this to their knowledge of the local area. They build on their knowledge of maps to make distinctions and ask pertinent questions about other geographical locations they have studied. 11 and 12 March 2025

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Pupils are taught to read from the earliest stages. Children in the Nursery class are introduced to sounds to develop their communication and language skills. This continues into the Reception Year, where rhymes and stories are introduced early to build the vocabulary children need to support their reading further. Pupils have frequent opportunities to practise reading so they become accurate and fluent. Books are a key feature of the school. Older pupils talk enthusiastically about books they have shared, and their reading accomplishments are celebrated. Pupils read with confidence and enjoyment.

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The 2024 published data indicates that pupils’ attainment was significantly below the national average in reading and writing by the time they left Year 6. The school has identified the reasons for these outcomes. It has taken effective and swift action to the way reading and writing are taught. The published data does not reflect the current provision in the school. Most pupils achieve well across the curriculum.

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The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately. These pupils receive the support they need to succeed. Pupils with SEND progress well through the curriculum.

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Teachers are well supported in developing their expertise in the curriculum. Activities in class are usually well matched to the needs of pupils. However, at times, the checks on pupils’ learning are not as precise as they could be. This means some pupils move on too quickly to independent tasks before key learning is secured, while others are not moved on quickly enough.

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In the Reception Year, activities are designed to support children’s learning effectively. For example, during the inspection, children in the construction area were encouraged to use their mathematical knowledge to design a rocket or robot, linking to the theme of space.

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The school has high expectations of pupils’ behaviour. It is committed to ensuring that pupils know how to behave well. The school has worked effectively to ensure all pupils receive the right support and help to manage their emotions when this is needed. This means the learning environment is calm, with well-embedded routines. The proportion of pupils suspended from school has reduced over time.

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Pupils also learn about the wider world and their responsibilities as citizens in modern society. They have opportunities to be involved in environmental work, help in the community and take part in fundraising for charities. Pupils know why respect and tolerance are important, and this is demonstrated throughout their interactions with staff and each other.

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The school knows its strengths. It is also alert to those areas which need more work. The school ensures it provides staff with the right support with their workload. Staff appreciate the consideration for their well-being. Governors provide effective challenge and have high aspirations for all pupils. 11 and 12 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, the checks on pupils’ learning lack precision. This means some pupils are moved on to new learning before they are ready, while others are not moved on swiftly enough. The school should ensure that teachers’ checks on learning are effective in helping pupils to build their knowledge securely.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.

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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. 11 and 12 March 2025

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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). 11 and 12 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 4 and 5 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school makes use of one registered alternative provision.

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Information about this inspection

 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. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector spoke to the headteacher, other leaders and a number of subject leaders. The inspector also met with a range of governors, including the chair of governors, and a representative from the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector also reviewed a range of documentation, including the school’s self- evaluation, development plan, minutes of governors’ meetings and records of 11 and 12 March 2025

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behaviour and attendance.  The inspector considered the responses to Ofsted Parent View, including the free-text responses.  The inspector considered the responses to Ofsted’s online surveys for staff and pupils.  To evaluate the effectiveness of safeguarding, the inspector 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.

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Inspection team

Zoe Enser, lead inspector Ofsted Inspector 11 and 12 March 2025

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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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