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Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Maria Barker Headteacher Rothwell Junior School Gladstone Street Rothwell Kettering Northamptonshire NN14 6ER

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Special measures monitoring inspection of Rothwell Junior School

This letter sets out the findings from the monitoring inspection that took place on 1 and 2 April 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the first monitoring inspection since the school was judged to require special measures following the graded (section 5) inspection that took place in September 2024.

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Special measures monitoring inspection of Rothwell Junior School

The purpose of a monitoring inspection is not to grade the school’s key judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Special measures monitoring inspection of Rothwell Junior School

During the inspection, Aoife Galletly, Ofsted Inspector (OI), Wayne Jarvis, OI and I discussed with you, other senior leaders, the chief executive officer (CEO), the chair of the board of trustees, a member of the local academy board and the special educational needs coordinator the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. We also held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to parents, spoke to some pupils about their learning and looked at samples of pupils’ work. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as requiring special measures.

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The progress made towards the removal of the special measures designation

Since the last inspection, staffing has remained relatively stable. There have been some changes in key personnel for leadership of the curriculum. However, the most notable change is that the multi-academy trust (MAT), of which the school is a part, has decided that the school will be re-brokered in the future to a different MAT. This has left the school with limited resources to make necessary improvements. The dynamics between employer and employees have been complex but continue to show signs of improvement. Despite these challenges, you and your team have remained resolutely focused on improving the school. Leaders are aware of the work still to be done and have established a clear plan for this work to be completed.

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The progress made towards the removal of the special measures designation

The work the school has undertaken to help pupils to read with fluency has been effective. The training provided enables staff to support pupils in reading more fluently. There is a broader range of books for pupils to read. The introduction of a new reading tool has increased pupils’ motivation to read. Pupils now read more widely. Leaders have ensured there are more quality texts woven through the curriculum. However, the reading curriculum does not set out the steps pupils need to take to make meaning of authors’ intentions or to develop greater comprehension. Where pupils lack understanding, teachers do not always provide the detail needed to support this.

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The progress made towards the removal of the special measures designation

The school is clear in its vision for the curriculum. This is well set out in the school’s recovery plan. Improvements are evident in some subjects. The school has made realistic decisions regarding its priorities. These are based on what will make the biggest and most rapid difference to the quality of education for pupils. For instance, the mathematics curriculum now sets out clearly what pupils should know and by when. The school’s expectations for what pupils can achieve have risen. Both teachers and pupils appreciate this change. However, expectations in classrooms remain too low for pupils with special educational needs and/or disabilities (SEND).

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The progress made towards the removal of the special measures designation

In the wider curriculum, the school has made some improvements. The school has decided to focus on improving a small number of subjects so there is a sound model that other curriculums can copy. For example, in the geography curriculum, the steps pupils need to build knowledge are well set out. By helping teachers connect key knowledge over time and present information more clearly, pupils can retain and recall more of what they have learned. The school has embedded the personal, social, health and economic curriculum. Pupils have a greater understanding of the significance of fundamental British values. They are more tolerant and respectful of difference.

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The progress made towards the removal of the special measures designation

Leaders’ plans for improvement are ambitious and clear. These are realistic, so any planned improvements have the time they need to work well. Leaders are aware there is still work to do and have ensured that the conditions for sustained improvement are in place. Behaviour and attendance systems have been reviewed. These now align with the values of curiosity, respect, independence and aspiration. Pupils enjoy earning their ‘learner points’. Pupils’ attitudes to their learning are increasingly positive. The school’s systems to identify the needs of pupils with SEND are more rigorous. This means there is greater clarity about the type of support these pupils require. These pupils’ needs are better communicated to staff. However, not all staff have the expertise and knowledge they need to make suitable adaptations to learning for these pupils. While provision is improving, not all pupils with SEND achieve as well as they could.

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The progress made towards the removal of the special measures designation

The school has established a programme of professional development for staff. This includes developing a wider team of leaders. This is in the early stages of development. Some leaders have not had the time to explore the impact of their work. Therefore, inconsistencies exist. These leaders need time to review and evaluate their work.

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The progress made towards the removal of the special measures designation

The trust, trustees and the local academy board have a better understanding of the work of the school. There is a greater routine to their checks on the work of the school and greater rigour in the way they hold the school to account. Due to the circumstances of the trust, support for the school has been limited. The school has sought its own support from neighbouring schools. Support from the Department for Education is recent but well targeted. Further help is needed to develop leaders and accelerate improvements.

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The progress made towards the removal of the special measures designation

The arrangements for safeguarding are effective.

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The progress made towards the removal of the special measures designation

I am copying this letter to the chair of the board of trustees, the CEO of Pathfinder Schools trust, the Department for Education’s regional director and the director of children’s services for North Northamptonshire. This letter will be published on the Ofsted reports website.

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