Rowledge Church of England Controlled Primary School

School

Address: School Road, Rowledge, Farnham, Surrey, GU10 4BW Unique reference number (URN): 116337

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

Pupils achieve well at this school. This shows in the published outcomes of pupils’ achievement in national assessments.

p.2

Achievement Expected standard

Leaders ensure that all pupils learn to read from the moment they start school. Children develop the phonetical skills they need to be able to read with increasing fluency. By the end of Year 1, almost all pupils meet the expected standard in the phonics screening check.

p.2

Achievement Expected standard

Leaders make sure that most pupils gain age-appropriate knowledge and skills in reading, writing and mathematics. Typically, pupils spell words with increasing accuracy and form letters and sentences correctly. Most pupils also develop fluency in mathematics. Pupils who have barriers to learning, including those with special educational needs and/or disabilities, receive support to make suitable progress from their individual starting points.

p.2

Achievement Expected standard

By the end of key stage two, a higher-than-average number of pupils reach the expected standard in reading, writing and mathematics. Pupils are well prepared for their next stage of education.

p.2

Attendance and behaviour Expected standard

Leaders prioritise attendance. Pupils typically attend school well. Staff know pupils well and make them feel welcome. As a result, pupils’ attendance is broadly in line with the national average. Leaders regularly check pupils’ attendance and intervene quickly when a pupil may be at risk of missing too many days of school. Leaders involve parents and carers positively in discussions about attendance. This helps leaders to understand any barriers that pupils may have to attending school so they can ensure these pupils receive the right support. Leaders recognise that some pupils do not attend school as often as they should. They are committed to making sure that the attendance of these pupils improves.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour. As a result, pupils are polite, well- mannered and act as ambassadors for the school. They behave respectfully towards each other and play co-operatively during social times. In class, many pupils show positive attitudes to learning. They listen carefully to the adults they work with and develop positive relationships with them. Staff members’ understanding of pupils ensures that pupils receive effective support to develop ways of managing their behaviour with increasing independence. This includes pupils with special educational needs and/or disabilities.

p.2

Attendance and behaviour Expected standard

Leaders have established a safe environment. Instances of bullying are rare.

p.2

Curriculum and teaching Expected standard

Leaders ensure that pupils learn a broad curriculum that covers the expectations of the national curriculum. Leaders have planned the curriculum so that it is set out logically and helps pupils to build secure knowledge and skills over time. Leaders prioritise reading within the curriculum. Staff teach children to read as soon as they begin school. Staff teach phonics effectively and this means that pupils learn the basic skills of reading that support them to develop fluency. Leaders ensure that reading, alongside writing and mathematics, are prioritised across the school.

p.2

Curriculum and teaching Expected standard

Teachers have secure subject knowledge of the curriculum areas they teach. They spend time in lessons explaining learning clearly. Teachers typically make effective use of resources to support learning, for example, word mats and counters. Teachers check on pupils’ learning and identify those who may need additional help. Teachers consider how other staff members can provide pupils with the support they need.

p.3

Curriculum and teaching Expected standard

Leaders ensure that teaching staff generally adapt the curriculum well to support pupils with barriers to learning, including those who are disadvantaged and those with special educational needs and/or disabilities. These adjustments include, for example, changes to learning tasks to help pupils to access the curriculum successfully.

p.3

Early years Expected standard

Leaders make sure that children in the Reception Year get off to a positive start on their school journey. Children learn in a nurturing environment where staff care for them. Children quickly settle into everyday school life.

p.3

Early years Expected standard

Leaders ensure that children benefit from a broad curriculum. Leaders have designed their curriculum to enable children to learn new knowledge and skills and build upon these over their time in Reception. Teaching ensures that opportunities to practise early reading, writing and mathematics are part of children’s daily offer. This helps children to gain core skills from the start. Alongside this, early years staff generally ensure that they have quality interactions with children to develop their speech and language skills. Occasionally, however, staff miss opportunities to do this.

p.3

Early years Expected standard

Staff know pupils and their individual needs well. This, coupled with positive partnerships with parents and carers, helps staff to identity children who may need additional support at an early stage. This includes children who may have special educational needs and/or disabilities.

p.3

Early years Expected standard

By the end of Reception children are typically well prepared to begin Year 1.

p.3

Inclusion Expected standard

Leaders have created an environment where pupils are valued as individuals. Leaders understand the needs of pupils and have a clear overview of those with special educational needs and/or disabilities (SEND), those who are disadvantaged and those with other vulnerabilities, such as pupils known (or previously known) to social care.

p.3

Inclusion Expected standard

Staff identify the needs of pupils with SEND early. Leaders’ understanding of pupils, and proactive work with parents and carers, ensures that pupils receive the right support quickly. When required, leaders involve external agencies to ensure that the support pupils receive is effective. Staff are knowledgeable about the needs of pupils in their care and typically make suitable adaptations and adjustments to support them to access their learning and feel a sense of belonging.

p.3

Inclusion Expected standard

Leaders ensure that disadvantaged pupils receive the support they need through the school’s pupil premium funding. Leaders are aware of the barriers that these pupils need help to overcome and make effective use of additional funding to do so.

p.4

Inclusion Expected standard

Leaders ensure that alternative provision is used appropriately and in the best interests of supporting pupils. Commissioning arrangements for the use of alternative provision are appropriate.

p.4

Leadership and governance Expected standard

Leaders and those responsible for governance view the school as the heart of the Rowledge community. They know the community well through establishing positive relationships with pupils and families. Parents and carers are very supportive of the school. They praise the school for the efforts staff go to in order to make pupils feel welcome and cared for.

p.4

Leadership and governance Expected standard

Leaders know their school well. This is because they review what is happening in the school and this means they understand what is working. When leaders identify areas for development, they typically take the right action to address this. Leaders ensure that staff receive the support they need to develop their expertise. They do this by making sure that all staff have access to ongoing professional learning. This helps leaders to secure ongoing improvements that make the school better.

p.4

Leadership and governance Expected standard

There have been some recent changes to the governing body. An experienced chair leads the governing body and it is now showing an increasing understanding of the school’s performance through its oversight. Governors build their knowledge of the school by reviewing information provided by leaders and visiting the school. While governors are aware of their statutory duties, the robustness of their checks should be strengthened further, however.

p.4

Leadership and governance Expected standard

Leaders are sensitive to the wellbeing of staff. Staff appreciate leaders’ support and efforts to improve their workload. Staff work well together as a team. They are proud to work in this school.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a broad personal development and wellbeing programme that develops them as individuals well.

p.4

Personal development and wellbeing Expected standard

Through the planned curriculum and school assemblies, pupils learn about their own faith and about the faiths and beliefs of others. This helps pupils develop their own spiritualism as well as an appreciation for the beliefs of others. This prepares them well for living in a diverse modern Britain.

p.4

Personal development and wellbeing Expected standard

Leaders make sure that the curriculum for personal, social and health education meets statutory requirements. Pupils typically develop an age-appropriate understanding about what they learn. Leaders plan meaningful opportunities for pupils to develop their knowledge of health education. They do this by including cooking, swimming and cycling as part of their curriculum offer. Leaders also make sure that pupils learn different ways in which they can protect themselves from harm. Pupils learn ways to stay safe online and in the community, including road safety.

p.4

Personal development and wellbeing Expected standard

Pupils receive plentiful opportunities to broaden their experiences. Pupils love attending trips and visits, especially residential visits. They value opportunities to represent themselves in leadership roles, for example as ‘young governors.’ There is a wealth of enrichment opportunities on offer to them. These include extra-curricular clubs, such as drama, dance, judo, gardening and sports. Other opportunities include themed days, such as ‘pet day’. Pupils benefit from meaningful ways to develop their talents and interests. For example, through school choir performances, sporting fixtures, entrepreneurial projects and drama productions. Pupils enjoy raising money for charities, particularly for their link school in Tanzania.

p.5

Personal development and wellbeing Expected standard

The school’s pastoral offer is effective in meeting the needs of pupils. Leaders ensure that pupils who require additional pastoral support receive the right support to develop a sense of belonging in school.

p.5

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

Pupils enjoy attending this welcoming school which sits at the heart of the Rowledge community. They feel cared for by leaders and staff who know pupils and their families well.

p.5

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

Pupils develop an appreciation for the values of kindness, honesty and respect as a result of the school’s Christian distinctiveness and identity.

p.5

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

Pupils are safe in school. Bullying happens rarely and pupils are confident that staff deal with any worries quickly. Typically, pupils behave positively and model the school’s values successfully. Pupils show this through their conduct towards one another and towards the adults they work with. Warm relationships between pupils and staff are very much a strength of this school.

p.5

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

Pupils achieve well, as reflected in published outcome data. On the whole, teaching helps pupils to develop their knowledge and skills in a broad range of subject areas. This shows in pupils’ learning outcomes across the curriculum. Pupils benefit from a broad curriculum, including pupils with special educational needs and/or disabilities or other barriers to learning. These pupils typically receive the support they need to overcome barriers to learning. As a result, most pupils enjoy learning and feel success.

p.5

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

Pupils speak positively about the broad range of experiences available to them. They enjoy representing themselves and the school in sporting fixtures, performances and productions. They also value the roles that the different pupil leadership teams play in benefitting the wider school, whether this be the young governors, the eco team, sports leaders, librarians or the collective worship team.

p.5

Team inspectors:

Rebecca Greenhalgh, Ofsted Inspector Chris Berry, Ofsted Inspector Pupils are proud ambassadors for their school. When they leave, they do so being well prepared for their next stage in education.

p.6

Next steps

Governors should ensure that they have robust systems in place for quality assuring and monitoring the work of leaders. Leaders should embed high quality interactions within the early years so that children’s spoken language skills are developed consistently well. Leaders should continue to refine their strategies and processes to further improve the attendance of all pupil groups.

p.6

About this inspection

The chair of the board of governors in this school is Ruth White.

p.6

About this inspection

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

p.6

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 HMI.

p.6

About this inspection

Inspectors spoke with the headteacher and other senior leaders, including the special educational needs coordinators, during the inspection. The lead inspector spoke with the chair of governors, the governing body and representatives from the local authority and diocese.

p.6

About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Guildford. Its last section 48 inspection was 20 March 2025.

p.6

About this inspection

The school currently makes use of four alternative provisions, including two that are unregistered.

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years. National average: 26.3%

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

average

2024/25 (final) 69% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 80% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2022/23 (final) S 59% S ‘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.

p.11

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

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.

p.14

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15