Roundhill Primary School

Roundhill Primary School

Address: Mount Road, Southdown, Bath, Bath, BA2 1LG Unique reference number (URN): 146263

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Needs attention

Achievement is low but has started to improve. This reflects the weaknesses over time in curriculum and teaching. Too many pupils did not learn much of the curriculum well and were not well prepared for their next stage of their education. This is reflected in published outcomes, which are well below national averages. This includes disadvantaged pupils and those with special educational needs and/or disabilities.

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Achievement Needs attention

Nevertheless, the many recent improvements in the school have had an impact on pupils' current learning. This is particularly the case in reading and mathematics, where more pupils than before acquire the appropriate knowledge and skills. However, in writing, pupils struggle to write with necessary fluency and accuracy, which limits the quality of the work they produce. Pupils' learning in the wider curriculum is also better than in the past. For example, pupils have a growing understanding of key historical civilisations.

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Attendance and behaviour Needs attention

Historically, pupils' attendance has been too low. Leaders have introduced clear systems to raise expectations and improve attendance. They check these systems closely so that they can refine their approach. Much of this work is at an early stage, but leaders have acted quickly to establish routines and communicate expectations to staff and families. In a short time, they have built positive relationships with parents and carers. This enables leaders to provide appropriate support and challenge, ensuring that families understand their responsibilities and work with the school to secure regular attendance for all pupils.

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Attendance and behaviour Needs attention

Leaders have begun to improve the behaviour culture across the school. However, there is still more to do. A small number of pupils struggle to manage their behaviour and disrupt learning. Others disengage, meaning that they miss important parts of their learning. Leaders have ensured that staff and pupils understand the rules and routines, and most staff apply these consistently. For example, leaders emphasise a consistent approach at the start of the day as pupils enter class. This helps settle most pupils quickly. Leaders deal with poor behaviour, discrimination or harassment promptly, which helps to maintain a calm environment. Staff build warm relationships with pupils and show high levels of care. Suspensions are now much less frequent and, when used, are used appropriately.

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Curriculum and teaching Needs attention

Leaders have benefited from a more settled teaching team than previously so that agreed teaching approaches are used by most staff. However, some teaching is still less effective than in other areas. Some teachers lack the expertise to draw on what they know about pupils' starting points to inform their teaching. This means that teachers present information or give tasks to pupils that are too hard or too easy for them. This includes pupils with special educational needs and/or disabilities. However, leaders have quickly grasped the strengths and weaknesses of teaching and have started to provide support for teachers to help them improve their practice. The curriculum is broad, balanced and ambitious. It is carefully structured so that pupils learn new content in a logical order. Leaders prioritise early reading, and phonics is now typically taught well. Teachers address historic gaps in English and mathematics effectively.

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Curriculum and teaching Needs attention

For example, there is a sharp focus on pupils' recall of number facts, and pupils have more regular opportunities to practise spelling and handwriting. Leaders have ensured that teachers have clear guidance on how to deliver these aspects of the curriculum. Where pupils need extra help, teachers provide targeted additional support to some pupils to address their gaps in these areas. However, this is not established consistently well across the school.

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Early years Needs attention

Over time, too many children have left the early years without the knowledge and skills they need for key stage 1. The curriculum between the Nursery and the Reception Year has been disjointed, meaning that children did not learn well. Since the last Ofsted monitoring visit, the school has introduced a new curriculum for the early years. This means it is now clear how children will build on their learning from the provision for two-year-olds to the end of the Reception Year. However, teaching tasks are not closely aligned to the curriculum. This means that the full impact of the ambitious curriculum cannot be seen in children's learning.

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Early years Needs attention

Warm relationships permeate the setting, including the relationships with families. High- quality interactions between staff and children are now a key feature of the setting and these help children to develop their language and vocabulary better than in the past. Staff instil clear routines for children, which helps them to develop their independence. The setting has a calm feeling, including at social times, such as snack times. Reading is prioritised throughout the early years, through daily rhymes and songs, as well as the improved learning of phonics in the Reception Year.

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Inclusion Needs attention

Some staff do not consistently provide pupils with the right support or make the necessary adaptations to reduce barriers to learning. Although leaders have provided training to clarify staff roles in supporting pupils with special educational needs and/or disabilities (SEND), practice remains inconsistent. Leaders have continued to embed recently introduced systems so that pupils with SEND are identified promptly and accurately. They have acted swiftly to address historic gaps in identification, ensuring that the school now knows which pupils need additional support. This includes effective work with external agencies and families.

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Inclusion Needs attention

Leaders have begun to check the impact of additional support for pupils with SEND to refine adaptations further, although this work is at an early stage. This is particularly in the additional class for pupils with the most complex needs. Since the last monitoring visit, the school has introduced an ambitious curriculum to help these pupils build the knowledge and skills they need. However, checks on how well pupils develop these are not fully established. This limits the extent to which leaders can make timely adjustments.

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Inclusion Needs attention

Historically, additional funding for disadvantaged pupils was not used effectively to improve outcomes. More recently, leaders have sharpened their approach to providing targeted support. This work has begun to raise outcomes for disadvantaged pupils, but it remains at an early stage.

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Leadership and governance Needs attention

The relatively new leadership team understands the school's context, strengths and areas for development. They have taken decisive action to make improvements following periods of instability and staffing changes that slowed the school's progress. Leaders recognise the importance of gaining staff confidence and trust, which they have achieved. Staff feel valued, listened to and supported. For example, they report that workload is considered carefully, despite the many changes that have taken place. Staff morale is high, and there is a clear determination among staff to ensure that the school continues to move forward. Leaders at all levels have provided a wide range of training for staff. They know, however, that further development is needed. This is because some staff do not yet have the expertise required to sustain and build on recent improvements.

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Leadership and governance Needs attention

The trust and interim executive board hold leaders to account effectively while providing additional support when needed. The trust is aware of historic weaknesses in outcomes and now checks pupils' learning more closely than in the past. Both the trust and school make decisions in pupils' best interests and work together to ensure improvements continue at pace.

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Leadership and governance Needs attention

Parents and carers are generally positive about the school and appreciate the improvements leaders have made. They value the positive relationships that leaders have built with families and the open communication now in place. However, because of the school's turbulent past, this confidence remains fragile. Leaders continue to prioritise engagement with parents to strengthen trust further.

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Personal development and wellbeing Needs attention

Leaders acknowledge that there is much more to do to improve the personal development and wellbeing programme for pupils. There is a lack of precision as to how it develops some key aspects of pupils' understanding of life in modern Britain. It does not develop pupils' understanding of fundamental British Values and cultural diversity well enough. However, pupils do show kindness and tolerance. For example, they appreciate that some of their peers sometimes need extra help to manage their behaviour. Leaders have also made recent changes to the personal, social and health education curriculum to help pupils better understand key concepts, such as the importance of healthy relationships. However, it is too soon to see the impact of this on pupils' understanding. Pupils learn age-appropriate content through relationships and sex education and health education, for example about changes to their body. They know how to stay safe, including online, through assemblies and the

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Personal development and wellbeing Needs attention

Older pupils enjoy helping their younger peers during social times. This helps to improve their social skills. Leaders acknowledge that pupils would benefit from more of these opportunities to further develop their leadership skills. Pupils enjoy a range of trips to help them understand the historical significance of their local area. Pupils enjoy residential trips, which support them to become more independent. They learn about different careers, which develops aspiration and helps pupils to realise the importance of their education. Leaders offer a range of clubs to broaden pupils' talents and interests, such as cross-stitch and football. They have taken initial steps to improve participation by consulting pupils about the activities they would like. However, leaders do not routinely monitor attendance at these clubs. This limits their ability to identify pupils who may need these opportunities and to

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What it's like to be a pupil at this school

Pupils typically enjoy attending this improving school, where everyone is warmly welcomed. In the past, pupils did not learn consistently well across the curriculum, including in the early years. In addition, some pupils' low attendance resulted in them missing important learning. This meant that many pupils left the school without the depth of knowledge and skills needed for secondary school. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have historically progressed weakly through the curriculum. However, leaders have made many improvements to pupils' learning, attendance and behaviour. Staff's expectations of what pupils can learn have been raised. Pupils know more and remember more than in the past. Nevertheless, some aspects of this work are at an early stage. Consequently, some of the changes have not had the full impact on pupils that leaders intend. However, pupils value these improvements highly. They speak

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What it's like to be a pupil at this school

movingly about the trust they have placed in the school's new leaders to improve the school.

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What it's like to be a pupil at this school

Pupils typically feel safe and value the positive relationships they have with adults across the school. Staff deal with bullying swiftly and effectively if it occurs. Most pupils have risen to the higher expectations of behaviour. However, there are still occasions where poor behaviour stops other pupils from learning.

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What it's like to be a pupil at this school

Roundhill is an inclusive school. Pupils with SEND play a full part in school life. However, there is more to do to ensure that they learn consistently well.

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What it's like to be a pupil at this school

Through taking learning outdoors, pupils understand the importance of risk-taking and teamwork. Pupils develop a love of the arts through school productions and learning to play musical instruments. However, pupils' knowledge of life beyond the locality is limited. Many pupils lack awareness of different faiths and cultures. As a result, they are not well prepared for life in modern Britain.

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Next steps

• Leaders should ensure that staff provide consistently appropriate support and adaptations for pupils with special educational needs and/or disabilities so that barriers to learning are reduced. • Leaders should ensure that teachers use what they know about pupils' needs and starting points to plan teaching that is well matched to what pupils already know and can do. • Leaders should ensure that pupils develop fluent and accurate writing so that they are well prepared for the next stage of their education. • Leaders should continue to improve the culture of pupils' behaviour and positive attitudes

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Team inspectors:

Paula Marsh, Ofsted Inspector Sophie Hillson, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. so that expectations are applied consistently. • Leaders should ensure that the personal development curriculum develops pupils' understanding of fundamental British values and cultural diversity in modern Britain. • Leaders should ensure that, in the early years, teaching tasks align closely to the intended ambitious curriculum so that children are supported to deepen their knowledge across all areas of learning. • Leaders should ensure that staff receive high-quality training so that they have the expertise needed to secure the necessary improvements across all areas of the school's work.

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About this inspection

This school is part of The Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Emily Massey, and overseen by a board of trustees, chaired by Alison Reevey.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, the CEO, a member of the interim executive board, a trustee, staff, pupils and parents and carers during the inspection.

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About this inspection

In accordance with section 13(4) of the Education Act 2005, His Majesty's Chief Inspector is of the opinion that the school no longer requires special measures.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision.

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About this inspection

Headteacher: Emma Cooper This data is from 13 January 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 50% 59% Close to average

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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