Rose Hill Primary School

Rose Hill Primary School

Address: Elmfield Drive, Marple, Stockport, Cheshire, SK6 6DW Unique reference number (URN): 106076

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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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Attendance and behaviour Strong standard

Leaders place a high priority on attendance and punctuality. They work closely with pupils and families to understand and remove any barriers to regular attendance. Staff provide tailored support when needed, helping pupils attend regularly and arrive on time. Persistent absence has reduced over time, including for disadvantaged pupils. Across the school, staff, pupils and families share a clear understanding of the importance of regular attendance for learning and wellbeing.

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Attendance and behaviour Strong standard

Pupils arrive happily and settle quickly to their learning. They behave well in lessons and around school. Staff consistently promote the school's nurturing ethos. Pupils follow routines confidently. This creates a calm and welcoming environment where pupils feel they belong. Pupils show respect for one another and demonstrate maturity in managing their own behaviour. Staff provide thoughtful support and appropriate adjustments for pupils who need additional help, including those with special educational needs and/or disabilities. Bullying is uncommon. When concerns arise, staff deal with them promptly. Pupils trust staff to listen and take action, helping to create a community where everyone is treated with respect.

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Personal development and wellbeing Strong standard

Leaders have designed an ambitious personal development programme that prepares pupils well for life beyond primary school. Pupils explore diversity, different faiths and beliefs. They explain how these themes link to the school's values and fundamental British values. They also develop their understanding of human rights. Pupils learn about democracy, individual liberty and mutual respect alongside the school's values. This helps them develop a clear understanding of fairness and equality. Leaders ensure that pupils learn how to stay safe online and manage risks. Through relationships and health education, pupils understand the importance of protecting personal information and building healthy, respectful relationships. As a result, pupils are well prepared for life in modern Britain.

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Personal development and wellbeing Strong standard

Leaders adapt support carefully to meet pupils' needs. Pupils with special educational needs and/or disabilities, and those facing other barriers to learning, access adapted resources and, where appropriate, learn in smaller groups. Pupils experiencing anxiety or difficulties managing their emotions receive support from trusted adults in school. The school's 'herd group' helps pupils understand and cope with bereavement. These approaches help pupils participate fully in school life and supports their wellbeing.

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Personal development and wellbeing Strong standard

Leaders provide a wide range of activities and educational visits that broaden pupils' experiences. Pupils visit places such as caverns, a local museum and take part in outdoor learning activities. They also contribute to the school community through roles such as rights ambassadors and restorative ambassadors. These opportunities help pupils develop confidence, take responsibility and contribute positively to their community.

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Personal development and wellbeing Strong standard

Pupils are well prepared for the next stage of their education. They visit their future secondary schools and receive guidance that helps them understand what to expect. As a result, they approach this transition with confidence.

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Achievement Expected standard

Pupils are prepared well for the next stage of their education. The school's results at the end of key stage 2 are broadly in line with national averages. Pupils' attainment in the multiplication tables check have improved considerably.

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Achievement Expected standard

Most pupils secure the knowledge and skills they need in reading, writing and mathematics. They develop confidence in reading, spelling and number facts. Although phonics outcomes had declined in recent years, current pupils who need extra help receive it. Leaders have strengthened support for pupils who need additional help with reading and for disadvantaged pupils. Pupils are benefiting from these changes, but their full impact is not yet reflected in the school's published results.

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Achievement Expected standard

Most pupils, including pupils with special educational needs and/or disabilities, make suitable progress from their starting points. They build successfully on what they already know.

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Curriculum and teaching Expected standard

Leaders regularly check pupils' learning across subjects and understand what is working well and what needs to improve. For example, they recently reviewed the curriculum for science and are checking that the changes made are helping pupils to learn more and remember more over time.

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Curriculum and teaching Expected standard

Leaders have organised the curriculums for reading, writing and mathematics well. For example, pupils get off to a secure start in reading. Staff receive regular phonics training and use checks to place pupils in the right groups. Teachers deliver these subjects effectively, helping pupils to build knowledge and skills over time. Staff teach subjects largely as intended. In most subjects, pupils learn the important knowledge they need in the right order. However, in a small number of subjects such as art and design, the knowledge pupils need to learn is not identified clearly enough. As a result, in these subjects, teaching does not always help pupils build and remember important learning over time.

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Curriculum and teaching Expected standard

Teachers know their subjects well and adapt learning so that most pupils who need extra help get it. Disadvantaged pupils receive effective support in reading, writing and mathematics. However, some pupils miss parts of other lessons while receiving this support and develop gaps in their wider subject knowledge.

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Early years Expected standard

Leaders have recently reviewed the early years curriculum and strengthened how well staff build children's knowledge and understanding over time. Children access equipment and resources that match their age and stage of development. For example, nursery children build strength and coordination as they climb, balance and use equipment designed for small hands. Children settle quickly, are happy and behave well. In the nursery, they choose equipment independently and take responsibility for their environment. In the Reception Year, children sustain their attention and cooperate well with others, for example when working together to create large structures using blocks.

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Early years Expected standard

Staff prioritise reading from the start. Children develop early reading and writing successfully and use a wide range of language when talking about their learning and play. Staff identify communication and language needs early and provide appropriate support. Staff make careful checks on what children know and can do and use this information to plan next steps. Most children are prepared well for Year 1.

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Early years Expected standard

Leaders prioritise communication with parents and carers. Staff know children well and work closely with families to support learning and wellbeing. They use what they know about children to plan learning that builds on children's interests, knowledge and skills.

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Inclusion Expected standard

Leaders identify pupils' needs early. They use a wide range of information to understand whether pupils have special educational needs and/or disabilities (SEND) or face other barriers to learning. Staff receive training to help them understand pupils' needs, including social and emotional needs. This helps staff provide appropriate support and put pupils' learning plans into practice.

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Inclusion Expected standard

The school's special educational needs (SEN) unit, 'Patchwork', supports pupils with SEND to take part in school life and learning. Staff adapt learning to meet pupils' needs, and they seek advice from external professionals when needed. Pupils from the 'Patchwork' classes learn alongside their peers in mainstream classes. However, adaptations in some wider curriculum subjects are not as well developed or consistent as those seen in reading, writing and mathematics. As a result, some pupils do not access learning as successfully across all subjects. When pupils attend alternative provision, leaders check regularly on their attendance, safety and learning.

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Inclusion Expected standard

Leaders use pupil premium funding effectively to provide disadvantaged pupils with additional support. They track pupils' progress and use this information to review the support they receive. As a result, most disadvantaged pupils and pupils with SEND learn successfully and make suitable progress from their starting points.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and the areas that need further development. They have identified the right priorities for improvement, including strengthening curriculum planning and improving outcomes for disadvantaged pupils. A relatively new leadership team has maintained a clear focus on school improvement and continues to develop its understanding of how well pupils learn. Leaders' actions are already having a positive impact.

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Leadership and governance Expected standard

Governors provide appropriate challenge and support. They ask important questions and do not rely solely on leaders' views. Governors carry out their responsibilities, including checking safeguarding arrangements and monitoring staff recruitment procedures. They have carefully considered the school's future strategic direction while maintaining a focus on pupils' experiences and outcomes.

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Leadership and governance Expected standard

Leaders provide staff with opportunities to develop their expertise. Staff take part in training, research and coaching. Early career teachers receive regular guidance and support. Recent training has helped staff establish a consistent approach to behaviour across the school. Regular phonics training helps staff deliver the programme consistently well and identify pupils who need extra help with reading.

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Leadership and governance Expected standard

Leaders consider staff wellbeing carefully and have reduced unnecessary workload. Staff value the support they receive from leaders.

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Leadership and governance Expected standard

Leaders seek the views of parents and carers and respond to their feedback. Most parents value the school's work and find leaders approachable.

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

Pupils at Rose Hill Primary School are proud of their school and feel that they belong here. They know that staff care about them and support them when needed. Pupils treat one another with respect. During social times, they resolve minor disagreements sensibly using the school's restorative approach.

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

Relationships between staff and pupils are warm and respectful. Pupils feel safe and trust staff to help them if they have any concerns. If bullying occurs, staff deal with it quickly. Pupils understand that derogatory language is unacceptable. They learn about different cultures and backgrounds through whole-school activities, such as 'What’s Your Story?' Day. They show consideration for others and value difference.

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

Pupils take on responsibilities within the school community with pride. They value opportunities to share their views and know that staff listen to them. They welcome new pupils and help them settle into school life. This helps pupils feel included and encourages them to contribute positively to the life of the school.

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

Pupils attend regularly and arrive ready to learn. In lessons, they participate willingly, show curiosity and respond positively to new learning. They approach challenges with determination and persevere when work becomes difficult. They work well together, listen carefully to others and express their own thoughts confidently. Most pupils achieve well and are ready for the next stage of their education. Pupils with special educational needs and/or disabilities, and those facing other barriers to learning, take part in lessons, clubs and wider school activities alongside their peers.

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

Pupils benefit from a wide range of experiences beyond the classroom. For example, they learn Latin, ballroom dancing and develop their musical skills. These opportunities help them develop confidence, discover new interests and broaden their understanding of the world around them.

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Lead inspector:

Dianne Holcroft, His Majesty's Inspector

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Team inspectors:

David Robinson, His Majesty's Inspector Lisa Corrigan, His Majesty's Inspector Jo Costello, 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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Next steps

Leaders should further strengthen the curriculum in subjects beyond reading, writing and mathematics so that pupils build and remember important knowledge consistently across all subjects over time. Leaders should ensure that disadvantaged pupils benefit equally from the wider curriculum, so that they achieve as well across all subjects as they do in reading, writing and mathematics.

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About this inspection

The chair of the board of governors in this school is Elizabeth Healey.

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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 leaders, governors, a representative of the local authority, staff, parents and carers and pupils during the inspection.

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About this inspection

The school includes a special educational needs (SEN) unit, known as 'Patchwork'. This caters for pupils with communication and interaction needs. At the time of the inspection, 14 pupils accessed this provision.

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About this inspection

The school currently makes use of one unregistered alternative provision.

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About this inspection

Headteacher: Sophia Marshall The inspector(s) used this data during the full inspection on 21 July 2026

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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 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 63% 62% Close to average

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average

2023/24 (final) 58% 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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average

2024/25 (final) 69% 75% Close to average

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average

2023/24 (final) 73% 74% Close to average

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average

2022/23 (final) 66% 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) 74% 72% Close to average

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average

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

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national average

2022/23 (final) 66% 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

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

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average

2023/24 (final) 76% 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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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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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) 4.5% 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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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. 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

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

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