Schools & FE · Report card

Rockingham Primary School

Inspected 7 Jul 2026 · published 8 Sept 2026 · URN 139805

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Summary

No overall grade in this frameworkSafeguarding met

Helen Loader (lead), Joanne Sanchez-Thompson, Kirsty Norbury

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
7 Jul 2026
Inspectors verified
Helen Loader, Joanne Sanchez-Thompson, Kirsty Norbury
Postcode verified
NN17 1AJ
Name on report verified
Rockingham Primary School
Safeguarding verified
Met
URN verified
139805

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+65Positivemore positive than 36% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivewell preparedconsistentlypositivelyeffectivelyconfidentlyhighly effective

Criticismgapsnot yetconcernsnot alwaysfall behindseriouslytoo manypersistently absent

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1601w+61
Leadership262w+77
Safeguarding51w−11
What needs to improve105w+71

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,019; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 14 words
Next steps: 4; typical 3
Hedged sentences: 12%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Rockingham Primary School

Address: Rockingham Road, Corby, Northamptonshire, NN17 1AJ Unique reference number (URN): 139805

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

The changes that leaders have made to secure effective routines for learning ensure that pupils make successful progress across the curriculum. Therefore, pupils are well prepared for their next steps. Pupils, including disadvantaged pupils, typically achieve in line with national averages at the end of key stage 2. However, pupils are not always provided with sufficient opportunity to be effectively challenged. As a result, the number of pupils achieving a higher standard in their work is not as high as it could be. Children in the early years develop the knowledge and skills required to be ready for key stage 1.

p.2

Achievement Expected standard

Phonics is taught consistently well, helping pupils read accurately and confidently. Writing has been prioritised from the early years and most pupils present their work clearly and accurately. However, some pupils do not use effective pencil grips which limits their ability to write quickly and at length.

p.2

Attendance and behaviour Expected standard

Leaders have prioritised regular attendance. They have introduced systems to monitor and support pupils' attendance. Leaders communicate expectations clearly and work productively with many families and external agencies to identify and reduce barriers to regular attendance. This work has contributed to improving levels of attendance for many pupils. Improvements are celebrated. However, too many pupils regularly miss school when they begin key stage 1. Leaders have taken action to address this, which is beginning to have a positive impact for individual pupils.

p.2

Attendance and behaviour Expected standard

Leaders have established effective routines across the school, which most pupils understand and follow. Teachers reinforce high expectations and provide effective structures for learning. As a result, classrooms are calm and increasingly purposeful. Leaders have made changes to social times to support safe and productive play. Pupils are positive about these changes and say that social time is more enjoyable.

p.2

Attendance and behaviour Expected standard

Leaders monitor pupils' behaviour closely. They provide additional support for pupils who find it more difficult to manage their emotions. Where this is most effective, it supports pupils to attend regularly, settle quickly and engage positively with their learning. Leaders respond to incidents of unkind behaviour through personalised support and learning opportunities through the curriculum.

p.2

Curriculum and teaching Expected standard

The curriculum is broad and well planned. It helps pupils to build knowledge step by step. Leaders have made changes which ensure that the curriculum is generally taught well across the school. Leaders have ensured that staff have relevant training so that they are well prepared to deliver the curriculum. As a result, teachers explain new ideas confidently so that pupils can build their knowledge over time. Lessons follow a familiar structure across the school. This means that most pupils know what is expected of them and can positively engage in learning. Typically, teachers check pupils’ understanding regularly to identify and respond to misconceptions when they arise. They use their knowledge of pupils who face additional barriers, including those with special educational needs and/or disabilities, to provide appropriate support and adaptions. When activities are sharply focused on learning outcomes, pupils make effective progress. However, some activities do not start, or

p.2

Curriculum and teaching Expected standard

progress, quickly enough. When this happens, pupils are not challenged to make the progress that they could.

p.3

Curriculum and teaching Expected standard

Leaders have strengthened the delivery of the curriculum for reading, writing and mathematics. They ensure that phonics is taught consistently. When pupils fall behind, they receive additional support and opportunities for practice. This helps close gaps in pupils’ learning.

p.3

Early years Expected standard

Leaders have made positive changes to the early years provision. This means that children get off to a positive start. The curriculum is carefully planned and sequenced. It is designed to build children's knowledge and skills across all areas of learning and is linked to the wider school curriculum. Leaders prioritise developing skills that support future learning. Staff have a secure understanding of the phonics and writing programme, which is delivered well. Children get the chance to practise their reading and writing throughout the curriculum. As a result, children present their work clearly and accurately.

p.3

Early years Expected standard

The environment is well organised and provides opportunities to revisit and extend children’s learning. Leaders ensure that they quickly identify barriers to learning that children may have. Teachers provide additional support to close gaps in early learning, including for children with special educational needs and/or disabilities. Activities are purposeful and match children's starting points. Typically, staff's interactions with children are of a high quality. As a result, children are enthusiastic to learn and excited to share their knowledge with staff.

p.3

Early years Expected standard

Routines support positive behaviour. Staff build caring and reassuring relationships with children. This enables children to focus on their learning and grow in confidence. They are well prepared for Year 1.

p.3

Inclusion Expected standard

Leaders have strengthened their identification of pupils' needs. Systems are in place that help staff understand pupils' barriers to learning and wellbeing. This includes identifying the needs of pupils who join the school during the year. Leaders work closely with external professionals and have developing relationships with families to identify appropriate strategies for support. This ensures that pupils increasingly receive the right support at the right time. Pupils who speak English as an additional language are supported to develop their language skills and learn effectively, alongside their peers.

p.3

Inclusion Expected standard

Leaders provide training to develop staff's expertise. This enables staff to provide well-timed and increasingly tailored support. The adaptations staff make, such as providing additional visual resources, help most pupils with special educational needs and/or disabilities to follow the same curriculum as their peers. Some pupils receive additional support to address gaps in basic skills for learning, such as reading, or for their social and emotional wellbeing. The impact of support is reviewed regularly, and leaders make changes where needed.

p.3

Inclusion Expected standard

Leaders use additional funding carefully to support pupils who are disadvantaged. This enhances their learning experience and provides opportunities to engage in all areas of school life, including extra-curricular activities. Disadvantaged pupils have benefitted from improvements across the school, particularly the improved standards of the reading curriculum.

p.4

Leadership and governance Expected standard

Leaders understand the strengths and areas of priority for improvement at the school. They have taken effective steps to secure improvements in many areas of provision. This includes establishing a positive culture for behaviour and more consistency in teaching. Leaders are committed to achieving consistently high standards, including in the provision for pupils with the most complex barriers to attendance, wellbeing and learning.

p.4

Leadership and governance Expected standard

Governors and trustees share leaders’ high ambition. They are knowledgeable and carry out their statutory duties effectively. This includes checking safeguarding procedures and the use of additional funding for disadvantaged pupils. School leaders receive support and challenge from governors and the trust, to ensure that improvements are sustained.

p.4

Leadership and governance Expected standard

Many members of staff are new to the school. Leaders have established consistent routines which support staff to maintain high standards of behaviour. This enables successful learning to take place. Staff are supported through an effective training programme, which enables them to carry out their roles well. New teachers are given the time and support they need to develop their expertise. Leaders consider staff's workload and wellbeing when making decisions. As a result, staff are positive about impact of change at the school and feel well supported by leaders.

p.4

Leadership and governance Expected standard

Leaders develop productive relationships with external agencies to secure appropriate support for pupils and their families. Some parents and carers are positive about the recent improvements at the school. However, other parents do not have a positive view of life at school. Leaders have introduced opportunities for families to engage with the school, including joining morning reading activities and attending celebration assemblies.

p.4