Roughlee Church of England Primary School

Roughlee Church of England Primary School

Address: Blacko Bar Road, Roughlee, Nelson, Lancashire, BB9 6NX Unique reference number (URN): 119383

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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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Personal development and wellbeing Strong standard

The school provides highly effective pastoral support. This, coupled with the impressive personal development programme, makes a tangibly positive contribution to pupils feeling cared for and part of the school family.

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Personal development and wellbeing Strong standard

Leaders have designed an effective personal development programme that meets the needs of pupils and takes into account the school’s context. Pupils benefit from a range of well-attended clubs that are accessible to all. These include choir, computing and board games. Pupils experience activities to develop their interests and broaden their experiences, including outings to museums and theatres locally and to places further afield.

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Personal development and wellbeing Strong standard

Pupils learn from a carefully considered personal, social, health and economic education programme that all pupils, including those with special educational needs and/or disabilities, access. This programme positively impacts their views of the world and how they interact with each other. Pupils in key stage 2 speak in depth about growing up, online safety and climate change. This is because they have developed the secure knowledge they need to do so. This extends to a secure understanding of fundamental British values, such as tolerance and the rule of law. Pupils have opportunities to reflect on their beliefs, values and place within the wider world. Pupils are fully involved in the local community. For example, they are proud of the tiles they designed with a potter, which were used to decorate the local bus stop.

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Personal development and wellbeing Strong standard

Every pupil has the opportunity to take on a leadership role during their time at the school. Pupils thrive in these roles including ambassadors, librarians and wellbeing warriors, who plan and run activities for younger pupils. These roles give pupils a sense of responsibility and help them to develop the skills they need to be positive citizens.

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Achievement Expected standard

Pupils, including those who are disadvantaged, achieve well. They outperform their peers nationally in reading, writing and mathematics. This positive achievement is reflected in published test results. Pupils with special educational needs and/or disabilities make positive progress from their starting points, and most meet age-related expectations.

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Achievement Expected standard

Pupils typically develop the basic skills that they need in reading, writing and mathematics. Securing these foundations helps pupils to succeed in learning across the wider curriculum. A small number of pupils have developed gaps in handwriting and punctuation skills that are not consistently addressed in a timely fashion by teachers. Pupils gain suitable knowledge across the wide range of subjects that they study. Their ability to articulate this is more secure in some subjects than in others. Typically, pupils are well prepared for their next stage of education

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Attendance and behaviour Expected standard

Leaders carefully analyse pupils’ attendance. This helps them to identify the specific causes of any absence. Leaders draw on the support of external agencies, as needed, to support pupils and their families with attendance. Leader’s strategies have had a positive impact on the attendance of targeted pupils. Overall, attendance levels are broadly in line with national figures and are improving for pupils, who are persistently absent. Leaders provide a well- attended breakfast club that encourages a prompt start to the school day.

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Attendance and behaviour Expected standard

All staff apply the same high expectations for behaviour across the school, underpinned by positive caring relationships. Pupils understand the clear routines that leaders have established. They demonstrate respect and care towards each other and adults. Pupils understand that discriminatory and harmful behaviours are not acceptable. Staff deal with pupils’ concerns swiftly. If bullying does occur, it is dealt with appropriately. Pupils behave well in lessons and demonstrate positive attitudes towards their learning. Older pupils act as mature role models to their younger peers, providing activities that support the development of friendships.

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Curriculum and teaching Expected standard

Leaders have put in place an ambitious and well-sequenced curriculum in English, mathematics and the wider subjects. Typically, it is well designed. It identifies the knowledge and skills that pupils need to learn. Pupils build knowledge logically through the curriculum, including foundational knowledge in reading and mathematics. Leaders have a secure understanding of where the curriculum is most effective and where it could be improved. For instance, leaders recently altered the way reading is delivered to strengthen pupils' comprehension skills.

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Curriculum and teaching Expected standard

Teachers have the expertise they need to deliver the curriculum well. They present information clearly. Teachers skilfully adapt learning to make sure that pupils with special educational needs and/or disabilities, or other barriers to their learning can access the curriculum. Pupils who need extra help benefit from effective targeted support from staff, who are well trained to meet their needs. Typically, teachers check pupils’ learning carefully to identify their next steps. However, there are instances where gaps in pupils’ foundational writing skills are not identified and addressed quickly enough.

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Early years Expected standard

Leaders are ambitious for all children and ensure they have a positive start to their time in school. Leaders have developed an early years curriculum that supports children’s learning and development effectively so that they are ready for Year 1. Leaders prioritise children’s wellbeing and have developed positive relationships with families. This process begins during the transition process, when children start school. There are opportunities for parents to join activities alongside their child.

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Early years Expected standard

Typically, teaching is effective in the early years. Staff explain new concepts to pupils clearly. The activities that children access are carefully planned so that children can practise new learning. Children benefit from warm interactions with staff, which generally help them to learn well. However, sometimes interactions between children and staff do not accelerate learning as well as they might. This is because the curriculum does not set out the key knowledge and vocabulary that children need to learn with sufficient clarity.

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Early years Expected standard

Staff understand the barriers to learning and/or wellbeing that children may face. They make appropriate adaptations to their teaching to support children with special educational needs and/or disabilities. This helps these children to make suitable progress from their starting points. Children, including those who are disadvantaged, typically achieve well in the early years.

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Inclusion Expected standard

This is an inclusive and nurturing school. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly and accurately. Staff also spot signs of additional barriers to learning and/or wellbeing, including for disadvantaged pupils or those known to social care. Leaders provide regular training to ensure staff know how to meet individual pupils’ needs. Leaders work closely with external agencies for specialist guidance, when it is needed, and act on their advice. They work with families to understand the challenges they may face. Leaders put support in place early, when it is needed. For example, they provide play therapy to help pupils to process their emotions.

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Inclusion Expected standard

Teachers adapt tasks appropriately to help pupils with SEND access the same curriculum as their peers. This work helps pupils with SEND and other barriers to learning to make positive progress from their starting points.

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Inclusion Expected standard

Leaders make purposeful use of additional funding to ensure disadvantaged pupils are fully involved in everything the school offers. Governors check that it is used in the best interests of pupils and that it is having a positive impact.

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Leadership and governance Expected standard

School leaders and governors know the school well. They have secure oversight of its work and effectiveness. Governors are invested in the school’s success. They have a wealth of knowledge that they use to support the school’s development. They hold leaders to account, providing challenge and support to ensure improvements are sustained. Governors fulfil their statutory responsibilities, such as in relation to the school’s safeguarding procedures. Leaders and governors ensure that all decisions are made in the best interests of pupils.

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Leadership and governance Expected standard

Leaders accurately identify the priorities to work on next and take appropriate actions. For example, leaders have strengthened staff expertise in teaching reading and in supporting pupils with special educational needs and/or disabilities. Leaders recognise the need for further work to close gaps in pupils’ basic writing skills.

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Leadership and governance Expected standard

Leaders ensure staff thrive alongside pupils. Leaders make sure that they consider staff workload and wellbeing, when making improvements to the school. This means that teachers have the time and resources to focus on teaching the pupils well. Teachers who are early in their careers value the support they receive, which helps them develop their practice in a positive way. Leaders provide appropriate professional development for staff linked to the school’s priorities. This has helped to secure improvements. Generally, parents and carers are very positive about the school and the support their children receive.

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

This is a vibrant and welcoming school, where pupils begin each day feeling valued and ready to learn. From the Reception Year onwards, pupils develop a palpable sense of belonging because of the family feel that leaders and staff create.

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

Staff know pupils well and take thoughtful steps to nurture pupils' interests, support their wellbeing and develop their confidence. There are a range of leadership opportunities available, such as wellbeing warriors, house captains and librarians. These help pupils to develop a sense of responsibility and to make a positive contribution to school life. Pupil voice forms a key part of decision-making in school. Pupils benefit from a wide range of enrichment experiences that extend their learning beyond the curriculum considerably.

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

Most pupils, including those with additional needs, make positive progress from their starting points. Barriers to pupils' learning are identified and addressed effectively. Pupils achieve well in national tests. They benefit from lessons that are engaging, relevant and generally adapted effectively to meet individual pupils' needs. Pupils enjoy an ambitious, well- sequenced curriculum that reflects the school’s multicultural context. The curriculum builds over time to help pupils deepen their knowledge.

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

Pupils live up to staff’s high expectations for behaviour. They thrive in the school’s supportive environment. The school’s motto, ‘Therefore, choose’, is reflected consistently in pupils’ daily lives, where they choose to treat each other with kindness and respect. Pupils are confident that staff take bullying seriously and will deal with it swiftly. Pupils trust adults to help them with any concerns or worries. Pastoral support is a strength. Staff work well with external partners to make sure that pupils and families get help and support, when it is needed. Pupils enjoy school and feel safe. Pupils attend increasingly regularly and value being part of the school community.

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Next steps

Leaders should continue their focus on improving pupils’ handwriting, grammar and spelling skills so that they are better supported to achieve to the best of their ability in writing and across the curriculum. Leaders should develop the early years curriculum to ensure that it highlights the most important knowledge and vocabulary that children need. This will enable staff to further deepen and extend children’s learning and development through consistently high-quality interactions within the provision.

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Lead inspector:

Jonny Foster-Carr, His Majesty's Inspector

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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.

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Facts and figures used on inspection

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

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About this inspection

The chair of the board of governors in this school is Christopher Nutter

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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 and other senior leaders during the inspection. They also met with members of the governing board, as well as representatives of the local authority and diocese. Inspectors spoke with pupils, staff, 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

This school is registered as having a Church of England religious character. It is in the Diocese of Blackburn. Its last section 48 inspection was in January 2020.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Mark Elliott 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 6 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 needs support 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

2023/24 (final) 67% 61% 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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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

‘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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national average

2024/25 (3 term) 5.4% 5.2% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% 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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