Rothwell Victoria Infant School

Inspection of a school judged good for overall effectiveness before September 2024: Rothwell Victoria Infant School School Lane, Rothwell, Kettering, Northamptonshire NN14 6HZ

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Outcome

Rothwell Victoria Infant School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

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.

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What is it like to attend this school?

Pupils enjoy playing with their friends in the spacious grounds. They feel safe in school and know who to ask if they need any help. Any incidents of poor behaviour are sorted swiftly, and pupils say that they do not happen again. They feel that their school welcomes everyone.

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What is it like to attend this school?

The school’s shared values of curiosity, independence, aspiration and respect are carefully nurtured. Children in the early years learn to cooperate well with each other. Pupils listen carefully to adults and each other. They ask visitors to the school, such as a paramedic, interesting and thoughtful questions.

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What is it like to attend this school?

The school wants all pupils to be ‘well rounded and ready for life’. Much has been done to improve what pupils learn. Expectations have risen, and so have standards. For example, more pupils now read fluently. Pupils in Year 2 are proud to be learning how to join their handwriting ready for junior school.

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What is it like to attend this school?

Parents and carers feel well supported, describing Rothwell Victoria Infant School as ‘a wonderful school, full of warmth and care’. Attendance for most pupils is improving. However, there is more to be done to ensure that pupils’ attendance improves further so that all pupils benefit from the rich curriculum on offer. 29 and 30 April 2025

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

Everyone works closely together to make sure that pupils thrive. There is a shared ambition to provide the best quality of learning for all. Thoughtful decisions about changes to the curriculum have been balanced with regard for staff workload. As a result, staff praise the training and support they have had and feel that their well-being is considered.

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

Pupils learn about a range of faiths and cultures. They deepen their knowledge of different religions, such as Judaism. For example, they recall the story of the exodus and can explain the importance of Moses. Pupils can explain how fundamental British values such as individual liberty and tolerance are important when they think about how to behave on the playground.

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

Staff know what pupils need to learn to be ready for their next stage of school. Children in Reception find out whether animals have feathers, scales or fur. They use this information to sort chameleons and birds. Pupils in Year 1 build on this strong start. They look for minibeasts in the outdoor area using classification sheets to help them identify and name the insects that they find. Pupils’ additional needs are identified. Effective support ensures that pupils with special educational needs and/or disabilities (SEND) learn key words so that they can join in these discussions. Parents feel that their children with SEND get the help that they need.

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

Staff pinpoint the next things that pupils with SEND need to learn. Skilful changes are made during mathematics lessons so pupils secure their knowledge of early number and become more fluent. Staff spot when pupils have not understood something during the lesson. They make sure that pupils have the chance to revisit this learning promptly.

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

Throughout the early years, children become confident learners. Children in the Nursery concentrate and work together to make a ball float down a water chute. In Reception, children persist at challenges such as cutting along a line with scissors. Routines are well embedded. Children put their book bags away and tidy resources independently.

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

The school’s approach to reading is understood by all and implemented consistently well. Books match what pupils know, and extra support helps pupils who are catching up to read better. Storytime is popular, and children in Reception enjoy returning to familiar texts. Children in the Nursery listen with rapt concentration.

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

Children in the early years communicate well. They record sentences to describe their ideas and learn to form letters correctly. Many pupils write with enthusiasm and select descriptive words, for example describing how a character found something ‘to her amazement’. However, the tasks that some pupils are asked to undertake are too complex. Some pupils at the early stages of learning to write have not secured the knowledge that they need to form letters correctly or spell words accurately. This means that they cannot complete some activities well in lessons.

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

The school works closely with parents to ensure that everyone understands the need to 29 and 30 April 2025

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bring their child to school every day. Pupils’ attendance is carefully tracked and monitored. The trust checks this to make sure the school uses systems that make a difference. Trustees have encouraged the school to learn from other schools in the trust, where attendance has rapidly improved. Leaders spot dips in attendance quicker. They address concerning absences with increased urgency. While there are improvements, some pupils still do not come to school as often as they should.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some activities planned for pupils are not well matched to what they need to learn next. Pupils do not have the knowledge needed to undertake them successfully. The school should make sure that the work pupils undertake gives them the opportunities they need to secure this knowledge and use it fluently.  Some pupils do not attend school as often as they should. Pupils miss out on opportunities to learn. Gaps in their knowledge develop when they are not in school every day that they could be. The school should continue to work closely with parents to improve this. Leaders and those responsible for governance should check the impact that these actions have on improving attendance, particularly for vulnerable pupils.

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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 third ungraded inspection since we judged the predecessor school, Rothwell 29 and 30 April 2025

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Victoria Infant School, to be good for overall effectiveness in January 2013.

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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). 29 and 30 April 2025

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School details

CEO of the trust Stephen Mitchell (Interim)

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School details

Dates of previous inspection 13 and 14 July 2021, under section 8 of the Education Act 2005

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Information about this school

 The headteacher took up her role in January 2023.  The school is part of the Pathfinder Schools Trust.  The school does not use 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.  The inspector discussed any continued impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector listened as pupils read to a familiar adult. 29 and 30 April 2025

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 The inspector spoke with parents and also considered the views expressed through Ofsted Parent View.  The inspector spoke with members of staff throughout the inspection and considered the opinions they expressed through the online survey.  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.  Throughout the inspection, the inspector spoke with groups of pupils, including during non-structured parts of the day such as playtimes and lunchtimes.  The inspector met with the chair of the local academy board and a member of the board of trustees. She also met with leaders from the trust’s central executive team.  The inspector met with senior leaders and considered a range of documents.

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Inspection team

Hazel Henson, lead inspector His Majesty’s Inspector 29 and 30 April 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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