Roscoe Primary School

Roscoe Primary School

Address: Alison Road, Liverpool, Merseyside, L13 9AD Unique reference number (URN): 145360

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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 Expected standard

Leaders are ambitious for pupils to achieve well. In the early years, children secure the phonics knowledge that they need to read and write with increasing accuracy. In the main, pupils of all ages secure strong foundations in reading, writing and mathematics. Pupils are helped to catch up quickly if gaps appear in their understanding.

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Achievement Expected standard

In previous years, pupils have achieved less well in the Year 4 multiplication check. Leaders have identified this issue and put a clear improvement plan in place. Although this work is recent, it is having a positive impact on pupils’ learning. By the end of Year 6, most pupils attain broadly in line with national expectations in reading, writing and mathematics. They are well prepared for secondary school.

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Achievement Expected standard

Pupils with barriers to their learning, including pupils with special educational needs and/or disabilities and disadvantaged pupils, typically progress through the curriculum successfully from their starting points.

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Attendance and behaviour Expected standard

Overall, pupils attend well. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders take a robust but caring approach by offering families additional support to improve their children’s attendance. These actions are having a positive impact. The attendance of the majority of pupils is now in line with national averages and continues to improve. A few pupils remain persistently absent from school. Leaders take the appropriate actions to encourage pupils to attend as regularly as possible.

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Attendance and behaviour Expected standard

Around the school, a respectful and positive environment helps pupils to focus and learn. Generally, pupils behave cooperatively. For example, all pupils follow the clear expectations at breaktimes where there is a rota in place to ensure pupils have equal access to the different zones. Typically, pupils listen and concentrate well, particularly when staff reinforce their high expectations. On occasion, younger pupils need to be reminded more promptly of the school’s expectations of their behaviour. Older pupils behave extremely well and are consistently polite. Staff do not tolerate bullying and react quickly to any incidents, which are rare. As a result, pupils feel safe. Staff adapt their approach to ensure pupils with SEND and those with other vulnerabilities are supported to manage their emotions and meet the behaviour expectations.

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Curriculum and teaching Expected standard

Leaders have put in place a suitably broad, ambitious and logically ordered curriculum. Throughout the school, reading is a priority. Leaders focus on key knowledge in reading, writing, oracy and mathematics. In mathematics, pupils are confident in recalling multiplication and division facts quickly and are excited to celebrate their success in this area. This strengthens their fluency and reasoning. Strategies to check for pupils' understanding generally ensure that any gaps in learning are identified and addressed. However, pupils' errors in handwriting and spelling are sometimes not identified promptly enough. Consequently, pupils do not develop fluency as quickly as they could. Pupils generally recall what they have learned and gain the knowledge that they need for their next steps. This includes older pupils who build secure knowledge across a range of subjects over time.

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Curriculum and teaching Expected standard

Leaders have ensured that teachers typically have the expertise that they need to deliver the curriculum well. Staff know the needs of pupils, including those with special educational needs and/or disabilities, and those who face other barriers to their learning. They provide sensitive support so that pupils can fully learn the curriculum.

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Early years Expected standard

Children get off to a great start in the early years. Leaders have designed a well-thought- through curriculum that covers all the required areas of learning. Leaders have an accurate picture of children’s precise starting points whether they join in the Nursery class or Reception Year. This is because of effective partnerships with parents and carers and careful assessment of children’s abilities and needs on arrival. This supports a smooth transition from the outset. Children with barriers to learning are quickly identified and staff ensure that adjustments are made to enable them to learn successfully. This results in children being well prepared for Year 1.

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Early years Expected standard

Staff understand child development, particularly the differing needs of Nursery and Reception children. They work effectively with parents and carers. Provision is well matched to children's different stages of development. Staff are effective in combining different types of learning opportunities to promote children's understanding of number and writing skills. There is an immediate focus on reading when children start school. Staff are skilled in teaching phonics. Consequently, children quickly develop the ability to decode words.

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Early years Expected standard

Language development is at the heart of the curriculum. Staff use every opportunity to model talk, engage children with conversation and promote the use of a wide range of vocabulary. Children are attentive, motivated and resilient learners who collaborate well and demonstrate kindness and respect for each other.

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Inclusion Expected standard

Leaders ensure that all pupils are welcomed and valued at the school. They show commitment to their work in overcoming pupils’ barriers to learning. There is a strong emphasis on early support, working with parents and carers and signposting families to helpful services. Constructive partnerships with a range of external agencies and professionals help staff and leaders to identify, assess and meet pupils' needs swiftly.

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Inclusion Expected standard

Effective support plans ensure that staff know how best to support each pupil with special educational needs and/or disabilities (SEND). Pupils with SEND typically learn the same curriculum as their peers. Pupils who require extra help receive personalised support tailored to their individual needs. Leaders provide a wide range of training to teachers and support staff. This helps staff meet pupils' individual needs. Overall, this is having a positive impact on how well pupils achieve. Funding for disadvantaged pupils, and those with other vulnerabilities, is used appropriately. This ensures that these pupils receive targeted support which helps them to feel that they belong. Leaders review and adapt provision regularly in response to pupils’ changing needs. This ensures that support remains relevant and is typically effective. Leaders commission alternative provision appropriately and this is focused on pupils’ best interests.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of pupils, informed by the school's context. They know what the school does well, such as its work on embedding the school values and improving pupils’ attendance. Leaders understand the significant contribution these aspects of provision have on pupils' all-round achievement. They continue to develop them further so this positive impact is maintained.

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Leadership and governance Expected standard

Leaders identify pertinent school improvement priorities, such as phonics and writing. They plan and put in place appropriate actions to address these improvement priorities. Leaders' monitor and evaluate the impact of these actions effectively. This helps to inform next steps in the school’s improvement plans

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Leadership and governance Expected standard

Trustees perform their statutory duties well. They provide strategic direction and ensure appropriate accountability through systematic quality assurance processes. Local governors work closely with school leaders. They undertake professional development designed to build the knowledge and expertise they need to provide support and challenge to leaders.

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Leadership and governance Expected standard

The school promotes staff’s professional development. It provides staff with the training that they need to implement an effective education. Staff work with colleagues from other schools in the trust. This enables them to engage with effective practice and learn from others. Leaders ensure that professional learning makes a positive contribution to the school’s development.

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Leadership and governance Expected standard

The school has established a positive staff culture. It prioritises staff wellbeing and ensures that their workload is manageable. Staff enjoy working at the school. They value the professional and caring approach leaders take towards them.

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Personal development and wellbeing Expected standard

Leaders have established a suitably ambitious and broad programme for personal development and wellbeing. This provision prepares them well for life in modern Britain. Pupils learn about equality including the need to protect people from discrimination on the grounds of protected characteristics, such as age, gender, race and disability. Pupils learn about the fundamental British values. For example, they understand the rule of law, and practise democracy. This starts in the Reception class where children vote for the book of the day. Pupils are introduced to different religions and cultures. This prepares them well for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils, including those with special educational needs and disabilities and those who are disadvantaged, have access to a broad range of experiences. These experiences are carefully designed to enhance pupils’ learning and develop their character. For example, residential experiences include outdoor and adventurous activities which help to build confidence and teamwork skills. Leaders ensure that these opportunities are accessible for all pupils. This reflects a commitment to equality of opportunity.

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Personal development and wellbeing Expected standard

Pupils have access to a wide range of clubs including performing arts, percussion, guitar, single-sex and mixed football, gymnastics and judo. There is a school choir which participates in a regional festival each year. These experiences enable pupils to explore their interests and talents. Leaders track attendance at these clubs so that no one misses out.

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Personal development and wellbeing Expected standard

The school promotes community involvement through activities such as food bank donations and Y4 pupils growing and selling food on a stall at Liverpool ONE as part of the ‘Young Marketeers’ project, raising money for national charities. Pupils hold a range of roles and responsibilities. The school council plans harvest and Easter assemblies. Playleaders take responsibility for playtime equipment. Y6 pupils lead assemblies throughout the year.

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Personal development and wellbeing Expected standard

Mental health is woven into provision through the 'Roscoe Way' programme and pastoral support is prioritised. Pupils benefit from a wide range of interventions which help them to manage their emotions and improve their wellbeing.

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

At the start of each school day, pupils are welcomed by caring staff into a calm and nurturing environment. The school values, which require pupils to be Ready, Respectful, Responsible and Safe, are evident throughout the school. Pupils and staff embrace these values which they know as the ‘Roscoe Way’. This creates a culture of respect where pupils belong and feel safe. They know they can share any worries with trusted adults.

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

Leaders and staff are united in wanting the best for all pupils. Pupils participate well in lessons. They typically take pride in their work and enjoy learning. Pupils who need extra support to be ready for learning and the day ahead are supported by staff who understand their needs. Extra help is provided for pupils who have any gaps in their learning. This includes appropriate support for pupils with special educational needs and/or disabilities and for those who are disadvantaged.

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

Pupils enjoy reading. From the early years, children listen well and respond joyfully to the engaging rhymes and stories their enthusiastic teachers and support staff share with them. Older pupils speak enthusiastically about the books they read. Leaders select books carefully to broaden pupils’ understanding of the world. Pupils value the wide range of enrichment opportunities available to them, such as taking part in sporting activities and character-building residential trips.

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

Pupils achieve well overall. Attainment in national tests for Year 6 pupils in 2025 was close to national averages. Most pupils are well equipped for the next steps in their education when they leave the school. Leaders have high aspirations for disadvantaged pupils who achieve increasingly well. Leaders have taken highly effective steps to improve pupils’ attendance, resulting in attendance which now matches national averages.

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Lead inspector:

Cleone Cunningham, His Majesty's Inspector

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Team inspectors:

Claire Marrin, Ofsted Inspector Jackie Stillings, Ofsted Inspector

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Facts and figures used on inspection

Bullying is extremely rare, and adults deal with it promptly when it occurs. Pupils typically behave well and benefit from high-quality pastoral support.

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Next steps

Leaders should strengthen the precision of checks on learning so that misconceptions in pupils’ foundational knowledge are identified and addressed promptly, enabling all pupils to achieve as well as they could, particularly in handwriting and spelling. Leaders should continue to strengthen the consistency with which high expectations for respectful and positive behaviour are applied across the school.

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About this inspection

This school is part of the Northern Schools Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Nigel Ward, and overseen by a board of trustees, chaired by Geoff Wainwright.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders, members of the trust including the CEO and the chair of trustees and members of the local governing board, including the chair.

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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 currently makes use of one registered alternative provision.

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About this inspection

Headteacher: Paula Jones 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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average

2024/25 (final) 57% 62% Close to average

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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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average

2023/24 (final) 72% 74% Close to average

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average

2022/23 (final) 71% 73% Close to average

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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 (final) 75% 72% Close to average

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average

2023/24 (final) 69% 72% 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

2024/25 (final) 75% 74% Close to average

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average

2022/23 (final) 75% 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 (final) 44% 47% Close to average

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average

2023/24 (final) 45% 46% Close to average

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average

2022/23 (final) 35% 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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national average

2023/24 (final) 73% 62% Close to average

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national average

2022/23 (final) 65% 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 (final) 69% 59% Close to average

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average

2023/24 (final) 59% 58% Close to average

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average

2022/23 (final) 59% 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) 65% 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 (3 term) 4.9% 5.2% 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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national average

2024/25 (3 term) 12.5% 13.0% Close to average

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national average

2023/24 (3 term) 17.8% 14.6% Close to average

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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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