Rogate CofE Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Rogate CofE Primary School School Lane, Rogate, Petersfield, Hampshire GU31 5HH

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Outcome

Rogate CofE 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?

Pupils are happy and feel safe at this welcoming and inclusive school. Relationships between staff and pupils are positive and warm. Everyone is known, supported and cared for, generating a genuine sense of community. This is evident every lunchtime when pupils of different ages happily eat and play and in weekly assemblies where pupils sing together. Parents and carers are included in this and join pupils and staff every Friday in an awards assembly, where pupils’ achievements are recognised and celebrated by all.

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What is it like to attend this school?

The school sets high expectations for pupils’ behaviour and learning, starting from the early years. Pupils rise to these expectations, achieve well and are well prepared for the next stage of their education. The school fosters a calm and purposeful learning environment where pupils behave impeccably and exhibit exceptionally positive attitudes towards school life.

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What is it like to attend this school?

Pupils benefit from the many exciting and enriching experiences the school provides to enhance their education. These include sporting competitions and after-school clubs. Pupils relish the opportunities to take on leadership roles, such as school council or eco council. They recall with great enthusiasm the many educational visits they have enjoyed. These include visiting the Fort Nelson Museum, where their learning about the Second World War was brought to life.

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

Since the last inspection, the school has undergone significant changes, which have included reducing in size, a new governing body and an ever-growing collaboration with other schools in its federation. The school has navigated these well and embraced the opportunity to improve the curriculum. The school has clearly identified the important 18 March 2025

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knowledge and skills pupils will learn across the curriculum and has adapted this effectively for its mixed-age classes. The school continues to refine and improve how the curriculum is implemented.

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Overall, the curriculum is delivered well. In most subjects, staff have strong subject knowledge. They introduce new learning clearly and make effective use of resources to help pupils to understand new concepts. Most pupils learn well. This includes the early years, where children benefit from an engaging and well-thought-out array of activities that enable them to deepen their learning of the curriculum. However, in a small number of wider subjects, some staff are not as confident in delivering the school’s new curriculum. These subjects are not being delivered as well. Leaders are alert to this and are in the process of evaluating the implementation and impact of their new curriculum.

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The school quickly identifies pupils with special educational needs and/or disabilities (SEND) by working closely with parents, carers and external professionals. Staff provide extra support, such as intervention sessions, to help pupils to close any gaps in their knowledge. This is a strength of the school and ensures that pupils with SEND get the help they need to learn successfully alongside their peers.

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Reading is prioritised. Staff are skilled at delivering the school’s phonics programme. Pupils practise their reading through the use of books that align closely with the sounds that they learn. This reinforces their understanding and helps pupils quickly gain the knowledge and skills they need to read with confidence and fluency.

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Behaviour is exceptional. The school ensures that everybody understands the school’s values and how these influence daily school life. This helps pupils understand how they are expected to treat each other and creates a positive environment for everyone. Pupils want to be in school. If any experience challenges that make attendance difficult, the school works proactively to support pupils, parents and carers. Consequently, attendance is high.

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Pupils follow an effective programme of personal, social, health and economic education. This teaches pupils about how to stay healthy and relate well to others. They learn about other cultures and traditions. Pupils debate social issues, such as racism, which helps them to understand different points of view. The school’s programme of assemblies includes moral stories which staff and pupils explore together. This helps pupils to understand the difference between right and wrong. Pupils show a growing understanding of democracy and the rule of law. They show inclusive attitudes and value what they learn about other faiths, religions and cultures in modern Britain.

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Leaders have a clear understanding of the school’s strengths and a sharp focus on areas for further development. Those responsible for governance challenge and support leaders effectively to reflect on the impact of their work. The school has recently redistributed responsibilities across the federation, which has positively impacted on staff’s workload and well-being. This, alongside a range of professional development opportunities and an inclusive culture, makes staff feel valued. 18 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, in the wider curriculum, staff are not as confident in delivering the school’s new curriculum. This means activity choices and subject-specific vocabulary do not always precisely reflect the school’s curriculum, and pupils do not learn as well as they could. The school should provide staff with the support they need to deliver the new curriculum confidently across all subjects.

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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 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 October 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. 18 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). 18 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 1 and 2 October 2019, under section 5 of the Education Act 2005

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Information about this school

 This school is part of the Downland Village Schools Federation.  The school is a Church of England school in the Diocese of Chichester. The last section 48 inspection took place in March 2024. A date has not yet been set for the next inspection.  At the time of inspection, the school was not using any 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, senior leaders, the special educational needs coordinator, subject leaders, teachers and support staff. 18 March 2025

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 The lead inspector met with representatives from the management committee and spoke to a representative from the local authority.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the 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.  The inspectors considered the responses to Ofsted’s online surveys for staff and pupils. They considered the responses to the online survey for parents, Ofsted Parent View.  Inspectors spoke to pupils throughout the inspection.

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Inspection team

James Stuart, lead inspector His Majesty’s Inspector

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Inspection team

Jason Philipsz Ofsted Inspector 18 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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