Rolleston Primary School

Rolleston Primary School

Address: Hillsborough Road, Leicester, Leicestershire, LE2 9PT Unique reference number (URN): 134305

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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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Early years Strong standard

Children in the early years benefit from an extensive, well-resourced and purposeful learning environment. Staff know children really well. They build warm, positive relationships with them. As a result, children know that staff care for them. They feel safe, behave well and make secure progress.

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Early years Strong standard

Leaders and staff identify children who face barriers to their learning and wellbeing swiftly. They work together to ensure children get the support they need. Effective and well- established routines promote children's independence. Children thrive and are well prepared for Year 1.

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Early years Strong standard

Leaders ensure that the well-sequenced curriculum is taught effectively. Staff check learning carefully, so children build knowledge, skills and confidence. Early reading, writing and number skills are taught frequently, with purposeful opportunities to rehearse them through play. Children become enthusiastic and curious learners. They excitedly share their learning when using a magnifying glass to find spiders in the soil, and when developing their understanding of numbers by counting frogs in the water tray.

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Early years Strong standard

Staff engage children in high-quality interactions. There is a clear focus on language and communication, and staff help children to articulate their learning by modelling language. They extend and develop children's ideas. This helps all children, particularly those who engage less readily or find language more difficult, to develop secure knowledge and skills.

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Inclusion Strong standard

Leaders are determined to meet the needs of every pupil. They want all pupils to have the best possible chance to succeed. Pupils’ individual needs are identified and assessed swiftly. Leaders seek support from external agencies and work closely with parents. They gather information to enable them to provide timely and appropriate support.

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Inclusion Strong standard

Highly effective provision reduces pupils' barriers to learning. Additional funding is well targeted. As a result, disadvantaged pupils, those who speak English as an additional language, those known to social care and those with special educational needs and/or disabilities (SEND) learn successfully with their peers. Leaders have high aspirations for pupils with additional needs. They ensure that these pupils develop independence and achieve well.

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Inclusion Strong standard

Pupils who find learning the hardest benefit from high-quality, inclusive teaching. This is particularly evident in the internal provision for pupils with SEND, ‘Rory’s room’. Here, bespoke programmes support pupils to build the skills and knowledge they need to make notable progress from their starting points.

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Inclusion Strong standard

Across all groups of pupils, leaders check pupils’ progress rigorously. They ensure that targeted teaching sessions and support strategies make a positive difference. Staff benefit

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Expected standard

from high-quality training that helps them to better understand pupils’ needs and to provide effective and appropriate support.

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Attendance and behaviour Expected standard

Leaders understand the reasons why pupils are absent. They track attendance carefully and use this information to support pupils and their families. For example, leaders provide pupils with access to the breakfast club and make adjustments to the start of the school day. As a result, pupils attend well, including those with special educational needs and/or disabilities and those who are disadvantaged.

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Attendance and behaviour Expected standard

Leaders have created a culture where staff support and protect pupils. Leaders and staff have consistently high expectations of pupils’ behaviour. These are communicated effectively to parents, carers and pupils. Any pupils who need help to meet the school's high expectations are supported effectively. Staff know pupils well. They are proactive when they notice changes in pupils’ behaviour. Support is offered to help those who need it swiftly to prevent negative behaviour. Leaders ensure that staff receive appropriate training to meet pupils' changing and sometimes challenging needs. Pupils behave well overall. In most classes, they can learn without disruption. Some pupils show commitment and positive attitudes to their learning. Many are proud of their work. Pupils are confident that bullying is not tolerated in school. On the rare occasions that issues arise, leaders deal with them effectively.

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Curriculum and teaching Expected standard

Leaders have developed all aspects of the curriculum since the last inspection. The curriculum identifies what pupils will learn and when. It is sequenced so that learning builds from the early years through to Year 6. Leaders recognise that pupils need to be able to communicate effectively before accessing wider learning. As a result, a focus on developing pupils' vocabulary and communication skills underpins the curriculum.

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Curriculum and teaching Expected standard

Leaders demonstrate a detailed understanding of the quality of teaching across the school. They accurately identify the areas where teaching needs to improve. They ensure that staff have appropriate professional development to support them. For example, they have supported teachers' expertise in adapting provision for pupils with additional needs. As a result, leaders have secured improvements in the teaching of reading, writing and mathematics. In these subjects, pupils gain confidence and apply what they have learned. Teachers regularly check what pupils have learned in these subjects. Any gaps in learning are identified and support is provided swiftly.

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Curriculum and teaching Expected standard

Teachers give clear instructions and explanations. They introduce challenging vocabulary. Typically, they design activities that help pupils to develop and embed their learning. However, this is not consistent and, sometimes, activities do not prepare pupils well for the next stage of learning.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, have a clear understanding of their roles and responsibilities. They identify the right priorities for improvement and take swift action. They revisit priorities regularly and always act in pupils' best interests. Leaders are unwavering in their drive to improve outcomes and experiences for pupils, particularly the most vulnerable.

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Leadership and governance Expected standard

Governors are fully aware of the impact of leaders' work. They support and challenge school leaders effectively. This is particularly evident in the drive to improve attendance. Governors fulfil their statutory duties. For example, they carefully check that the spending of additional funding for disadvantaged pupils is having a positive impact on this group.

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Leadership and governance Expected standard

Leaders prioritise professional learning. They value the support from the local authority in providing high-quality training and support. Staff access appropriate training. The impact of this training is evident, for example, in the consistency of developing pupils' communication skills across the school. Staff are proud to be part of a supportive team where they say they are valued and respected. They appreciate that leaders are mindful of their wellbeing and ensure that their workload is manageable.

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Leadership and governance Expected standard

Leaders know the school, the community and pupils well. They build highly positive relationships with parents and carers and the wider community. Leaders share good practice beyond their school, for example, their successful work on tracking the progress of vulnerable groups.

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Personal development and wellbeing Expected standard

Leaders ensure that the personal development programme reflects the school's context. The curriculum that supports personal development is sequenced and ensures that pupils revisit learning to embed their knowledge. It builds on the personal, social and emotional learning that begins in the early years.

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Personal development and wellbeing Expected standard

Pupils learn how to look after their physical and mental health. For example, pupils know to use breathing techniques if they are feeling anxious. They are taught about safety in the community and when working online. Pupils learn about healthy relationships and different family structures. Pupils demonstrate a deep understanding of respect, but their knowledge of fundamental British values, such as democracy and the rule of law, is less secure. They learn about different faiths and cultures. However, their recall of this knowledge is limited.

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Personal development and wellbeing Expected standard

There is a strong sense of community, and pupils show kindness to one another. Pupils appreciate their leadership roles as 'champions of change'. These give them a sense of purpose, responsibility and belonging. Pupils take their roles seriously and learn important skills and aspirations from them.

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Personal development and wellbeing Expected standard

The pastoral offer is extensive and tailored to meet the needs of pupils. If pupils have wellbeing needs, leaders ensure that pupils can access appropriate support swiftly.

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Personal development and wellbeing Expected standard

Leaders provide opportunities to develop pupils’ talents and interests. These include sports, music and art clubs, as well as musical instrument tuition. Leaders respond to pupils’

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Needs attention

requests, for example, to run a girls’ football team. When necessary, leaders ensure that pupils have the additional support they need to be able to participate in these activities. Leaders ensure that trips and residential activities provide memorable experiences for all pupils through their time at the school.

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Achievement Needs attention

Pupils' progress through the wider curriculum is variable. Some pupils talk about their learning confidently and produce work that reflects secure knowledge and skills. However, this is not the case across all subjects and year groups. Some pupils' learning in wider subjects is not secure.

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Achievement Needs attention

Over time, pupils' achievement in national tests at the end of key stage 2 has been below average. Leaders have acted to improve achievement in reading, writing and mathematics. However, the impact of this work is not evident in all subjects.

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Achievement Needs attention

In writing, leaders' work is bearing fruit. Teachers identify gaps in pupils’ knowledge and provide appropriate support to help them to catch up. Last year at the end of key stage 2, achievement, including for disadvantaged pupils, was close to average. Early reading outcomes are similarly promising. Pupils' achievement in the Year 1 phonics screening check in 2025 was in line with the national average.

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

Pupils are proud and happy to be part of this inclusive and nurturing school. They arrive in the morning enthusiastic and keen to learn. They have a sense of belonging to the school community. As a result, pupils attend school well.

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

Staff build effective, trusting relationships with pupils and their families. Pupils know who they can talk to if they need help. They know that staff care for them and will listen to them if they have a concern.

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

There are high expectations of pupils' behaviour. Pupils rise to these expectations and behave well. They are friendly and polite. Children settle quickly into school routines when they join the early years. They support each other, for example when exploring, and they talk enthusiastically about their learning. Pupils play well together across all year groups. Social times are vibrant and busy. Pupils say they feel safe and that bullying is rare. If it happens, staff deal with it quickly.

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

Pupils take part in enrichment activities, including football, choir and arts and crafts. They enjoy their leadership roles. For example, pupils can be ‘champions of change’. These champions have defined other roles, such as the digital leaders who support their peers to stay safe online. Pupils are well prepared for later life. Disadvantaged pupils, those known to social care, those who speak English as an additional language and those who have special educational needs and/or disabilities learn successfully alongside their peers. They are fully included in the life of the school and achieve well.

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

Pupils enjoy learning. However, their achievement in reading and mathematics has been inconsistent over time. In other areas, such as early reading, there has been evident progress in pupils' achievement. Nevertheless, this is not consistent and there is further work to do to improve outcomes at the end of key stage 2.

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Next steps

Leaders should ensure that the curriculum is taught effectively in all subjects and year groups, with activities that enable pupils to secure their knowledge and be well prepared for the next stage of learning. Leaders should continue their work to improve pupils' achievement through highly effective teaching across all curriculum subjects. Leaders should further strengthen their work to deepen pupils’ understanding of different cultures, world faiths and fundamental British values to make sure that all pupils are fully prepared for life in modern Britain.

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About this inspection

The chair of the board of governors in this school is Rebecca Hurford.

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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 held meetings with the headteacher, senior and middle leaders, and governors, including the chair of the governors, during the inspection.

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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 makes use of one alternative provision.

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About this inspection

Co-headteachers: Dwayne Toon and Mark Durkin

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Team inspectors:

Kelly Royle, Ofsted Inspector Tom Hawkins, Ofsted Inspector Helen Loader, 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.

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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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average

2024/25 (revised) 70% 72% Close to average

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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 69% 71% Close to average

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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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average

2022/23 (final) 69% 73% Close to average

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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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average

2024/25 (revised) 40% 47% Close to average

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national average

2023/24 (final) 42% 46% Close to average

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national average

2022/23 (final) 44% 44% Close to average

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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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average

2024/25 (revised) 60% 63% Close to average

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average

2023/24 (final) 64% 62% Close to average

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average

2022/23 (final) 52% 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

2023/24 (final) 61% 58% Close to average

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average

2022/23 (final) 63% 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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average

2023/24 (final) 55% 59% Close to average

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average

2022/23 (final) 56% 59% Close to average

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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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national average

2024/25 (2 term) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 6.2% 5.5% Close to average

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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

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