Our Lady of the Rosary Primary School

Our Lady of the Rosary Primary School

Address: Park Avenue, Staines, Surrey, TW18 2EF Unique reference number (URN): 149288

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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 Strong standard

Pupils make clear and secure progress across the curriculum, including those who are disadvantaged and those with special educational needs and/or disabilities. The school’s emphasis on developing secure core skills enables pupils to build their knowledge progressively in reading, writing, spelling and mathematics. This underpins the consistently high standards pupils achieve in national tests. Pupils' performance is particularly impressive in the Year 1 phonics screening check and the Year 4 multiplication tables check over time. These show how effectively pupils acquire essential reading and mathematics skills.

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Achievement Strong standard

Pupils apply their learning confidently across subjects, as shown in the high quality of handwriting and spelling in their wider curriculum work. They recall prior learning well and use accurate subject vocabulary, for example when discussing different faiths in religious education. The school identifies pupils’ needs early and provides targeted support. Staff address gaps quickly so pupils receive the help they need to keep up with the curriculum. Pupils are well prepared for their next steps in education.

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Attendance and behaviour Strong standard

Pupils' excellent attendance has been sustained over time. Groups of pupils who are typically vulnerable to lower attendance buck the national trend at this school, often attending above the already high school average. This includes pupils who have special educational needs and/or disabilities and those who are disadvantaged. Leaders monitor attendance closely to ensure these positive trends continue. They use rigorous tracking systems to identify any emerging concerns. They intervene early, supporting pupils and families to minimise the risk of lost learning.

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Attendance and behaviour Strong standard

Clear routines and warm relationships between pupils and staff create a calm environment where pupils feel known and valued. Staff understand and apply the school’s behaviour policies consistently, and pupils articulate the school’s expectations with confidence. Pupils show dedication to their learning, reflecting the highly positive behaviour culture at the school.

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Attendance and behaviour Strong standard

Pupils use the school's generous outdoor spaces safely and sensibly during social times and show resilience and support for one another when playing independently. For example, when a child’s carefully built model fell apart, friends quickly helped gather the pieces so it could be rebuilt without fuss. Pupils demonstrate responsibility as they move around the school and return to lessons after breaks ready to learn. They use their friendship skills to resolve small issues but are confident seeking help from adults or anti-bullying ambassadors if needed. Serious incidents are rare, and staff deal with them appropriately.

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Curriculum and teaching Strong standard

Leaders carefully plan an aspirational and engaging curriculum. They maintain a comprehensive overview across all subjects, which enables them to make timely refinements and support staff in teaching key concepts effectively. The school prioritises the development of core skills throughout the curriculum. Staff teach phonics very well, helping early readers access the wider curriculum. Teachers have secure subject knowledge and provide frequent opportunities for pupils to revisit prior learning. This reduces pupils’ cognitive load and helps them make meaningful links with what they already know.

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Curriculum and teaching Strong standard

Teachers design purposeful, relevant tasks, and pupils learn to choose work at an appropriate level of challenge. Staff monitor this closely to ensure pupils achieve the intended outcomes. Staff provide regular feedback, which guides pupils’ next steps and improves their learning, for example by improving their spelling and vocabulary. Staff adapt teaching effectively so that pupils who need additional help, including those with special educational needs and/or disabilities receive the right support. This includes tailored routines, such as movement breaks, to help pupils maintain focus on their learning.

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Early years Strong standard

Children flourish in the early years because the provision is extremely well organised, nurturing and ambitious. Children's independence is embedded purposefully throughout the day, with even the youngest children entering school calmly and confidently. Staff interactions are consistently of a high quality, ensuring every moment is used to practise and extend children’s language and vocabulary. Staff identify and support vulnerable children swiftly, working effectively with parents and external professionals. The carefully designed curriculum is adapted thoughtfully to meet emerging needs. As a result, children are well prepared for the transition to Year 1.

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Early years Strong standard

The learning environment is thoughtfully designed and highly stimulating, offering rich and purposeful opportunities across all areas of learning. Engaging activities capture children’s interests and sustain their concentration, such as retelling stories through play or exploring early number in the outdoor snack shop. Here, children confidently count, add and subtract the payments they are given.

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Early years Strong standard

Leaders ensure that reading is a clear priority from the start. Nursery children begin to build a love of stories, while in the Reception Year, consistently effective phonics teaching enables children to decode accurately and apply this knowledge securely in their early writing. Staff set high expectations for letter formation, support children promptly with pencil grip and establish regular home reading routines. This helps children move quickly towards fluency in these important skills.

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Inclusion Strong standard

Pupils thrive because of the school’s highly inclusive culture. Leaders work with precision to remove barriers to pupils’ learning and wellbeing, and this is evident from the moment they arrive each day. Pupils who find the start of the day challenging receive thoughtful support that helps them settle and grow in independence.

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Inclusion Strong standard

Leaders have established robust systems that identify pupils’ needs quickly and accurately. This gives staff a clear understanding of how best to support each pupil, including those with special educational needs and/or disabilities (SEND). In classrooms, teaching and resources are skilfully adapted so that pupils receive high-quality support. Leaders monitor this support closely and make timely adjustments so pupils’ learning experiences continue to improve. Staff benefit from purposeful training that equips them well to meet pupils’ specific needs.

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Inclusion Strong standard

Staff work closely with families and external professionals to support pupils effectively. Parents and carers of pupils with SEND value the school’s collaborative approach. Although only a small number of pupils are eligible for the pupil premium, leaders use this funding carefully and consistently enhance disadvantaged pupils’ experiences and outcomes.

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Leadership and governance Strong standard

Leaders’ work is rooted in a strong commitment to inclusion, and their improvement work is sharply focused on meeting the needs of pupils who need additional support. Leaders have a precise understanding of the school’s context, strengths and priority areas for development. Professional learning aligns closely with the school’s development priorities, ensuring staff have the knowledge and skills to support all pupils well. When issues arise, leaders act swiftly, leading to sustained improvement.

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Leadership and governance Strong standard

Leaders at both school and trust level share a clear vision for improving outcomes for vulnerable pupils. They check the quality of their work rigorously and refine practice where needed. Leaders also contribute to improvement beyond their own school. For example, they support other trust schools as part of a wider focus on pupils who did not reach the expected level at key assessment points.

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Leadership and governance Strong standard

Leaders use rigorous systems to check pupils’ and staff's understanding of safeguarding issues. This ensures everyone understands the importance of keeping pupils safe and enables prompt action if concerns arise. Governors provide effective oversight of this work. Governors also offer informed challenge more widely, drawing on a range of evidence to hold leaders to account, with a clear focus on inclusion.

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Leadership and governance Strong standard

The school's engagement with staff, parents and carers is high. Staff feel well supported with their wellbeing and workload and value protected opportunities to collaborate. Staff turnover is very low. Parents are overwhelmingly positive about the school’s inclusive ethos and the support their children receive.

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Personal development and wellbeing Strong standard

The school provides a carefully planned and extensive programme of personal development that is ambitious for all pupils. This reflects the school's context and is designed to build pupils’ aspirations. Leaders review and refine the programme regularly so that it remains relevant and purposeful. The school's provision is highly inclusive. Leaders identify and remove barriers to participation, ensuring consistently high take-up for disadvantaged pupils and other vulnerable groups.

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Personal development and wellbeing Strong standard

Pupils feel respected and valued at the school. They speak confidently about different faiths and cultures. This is supported by visits to places of worship and by opportunities to share their own heritage and traditions, for example through the ‘Taste from Home’ project. This promotes pupils’ understanding of diversity and strengthens the sense of community within the school. Pupils understand how to keep themselves safe in a wide range of situations. They recall clear messages about online, road and water safety and explain fundamental British values confidently. Pupils apply these values in everyday life through personal development lessons, assemblies and leadership roles such as pupil parliament representatives. The school's relationships education is well planned and age-appropriate. This enables pupils to recognise positive and harmful behaviours and to seek help if needed.

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Personal development and wellbeing Strong standard

Leaders monitor personal development closely and adapt provision when needed. For example, an annual ‘Future Focus’ unit for key stage 2 pupils strengthens their understanding of future pathways. Pupils enjoy hearing from a range of speakers about their career journeys and talk confidently about their own ambitions.

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Personal development and wellbeing Strong standard

Pupils learn how to manage their mental health and develop perseverance. Staff provide targeted pastoral support where needed. Pupils feel safe because routines and safeguarding systems, including checks on their online activity, are well established. Year 6 pupils are well prepared and ready for their next steps at secondary school.

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

Pupils describe their school as a loving and inclusive community where everyone is welcome. From the early years onwards, routines that promote positive behaviour are established quickly, creating a calm and happy atmosphere across the school. Pupils take great pride in living out the school’s values of joy, excellence and service, which are clearly visible in their daily interactions with staff and each other.

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

Pupils are enthusiastic learners. Even the youngest children show curiosity as they explore natural materials or explain how they solve simple problems. Across the school, pupils recognise that everyone learns differently and value being able to make choices that help them practise new skills. Staff work thoughtfully to remove barriers to learning and wellbeing, and pupils understand this well. They know that some classmates may use different coloured books, choose to work at a standing desk or receive adult support, and they see this simply as what helps everyone learn successfully.

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

A rich programme of visits and experiences deepens pupils’ understanding and brings learning to life. For example, Year 6 pupils recall how their visit to the RAF Museum helped them imagine life during the Second World War. Pupils learn well across the curriculum and are ready for the next steps in their education.

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

Pupils feel celebrated and listened to. The pupil parliament helps them understand democratic processes and enables them to shape school life. For example, pupils have led projects such as planting trees to improve the grounds. Talent shows, individual projects and the school newspaper provide further opportunities for pupils to showcase their skills. Pupils also take on meaningful responsibilities, including supporting worship through the chaplaincy team.

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Team inspectors:

Martin Dyer, His Majesty's Inspector Radhika Woodruff, Ofsted Inspector Pupils feel very safe at school. Weekly safeguarding questions and careful oversight of online activity reassure them that leaders care about their welfare and respond swiftly to their concerns. Attendance is very high, reflecting how much pupils enjoy being at school.

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Next steps

Leaders and those responsible for governance should maintain their highly effective work and further pursue their ambitious aims for the school so that pupils experience a transformational educational provision.

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About this inspection

The school is part of Ascension Catholic Academy Trust (ACAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Richard Burke, and overseen by a board of trustees, chaired by Mike Metcalfe.

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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, other school leaders, members of the local academy committee, the CEO and trustees during the inspection. Inspectors also spoke to a diocesan representative and spoke with pupils, parents and carers.

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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 was a founding member of ACAT, which was established in December 2022.

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About this inspection

This school is registered as having a Catholic religious character. The last section 48 inspection was carried out in February 2026.

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About this inspection

The school uses no alternative provision.

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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.

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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. National average: 26.3%

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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 59% ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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