Roselands Primary School


Name Roselands Primary School
Website http://roselandsprimary.org.uk
Ofsted Inspection Rating Outstanding
Inspection Date 10 November 2011
Address Lynmouth Avenue, Paignton, Devon, TQ4 7RQ
Phone Number 01803525375
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 328 (49% boys 51% girls)
Number of Pupils per Teacher 21.3
Academy Sponsor Riviera Education Trust
Local Authority Torbay
Percentage Free School Meals 15.5%
Percentage English is Not First Language 0.9%

Information about the school

Roselands Primary School is broadly average in size. The proportion of pupils known to be eligible for free school meals is above average. A small minority of pupils speak English as an additional language. The percentage of pupils from minority ethnic groups is below average. The proportion of pupils with special educational needs and/or disabilities is above that found nationally. The proportion of pupils joining or leaving the school at other than the normal times is also above average. Children in the Early Years Foundation Stage are taught in two Reception classes. The substantive leader of the Early Years Foundation Stage was on maternity leave at the time of the inspection. A new deputy headteacher commenced his duties in September 2011. An independent nursery operates adjacent to the school site; as it is managed independently, it was not part of this inspection.

Main findings

This is an outstanding school with a highly inclusive ethos of community and equal achievement for all. Staff are diligent in keeping pupils safe; consequently pupils derive considerable enjoyment from being at school, fully embrace healthy lifestyles, attend well and feel very secure. As one parent commented, reflecting the views of others, ‘Roselands has been a fantastic school for our children.’ Senior staff and governors, led by an inspirational headteacher, work extremely well together and they have made significant improvements since the previous inspection. These include, for example, establishing greater consistency in the quality of teaching, which is now outstanding overall. Staff employ innovative and highly effective strategies to raise expectations and to develop the pupils’ collaborative learning skills. In addition, the excellent curriculum supports pupils’ rapid progress. As a result, pupils are very proficient in working independently and contributing to each other’s outstanding learning and achievement. Their joyful willingness to learn in this way ensures that pupils across the range of ability and needs derive equal benefit. Other developments include strengthened methods of assessing pupils’ work to promote improvement and making best use of the school’s new accommodation and facilities to provide stimulating, practical learning opportunities. In response, despite pupils’ varying starting points and increasing needs, year on year increases mean that pupils’ attainment at the end of Year 6 is above average in English and mathematics and continues to rise. Children in Reception make a good start to school life, but at times, have limited opportunities to record or try to write about their work. Pupils’ progress accelerates as they move through the school. However, while all teachers use discussion and drama well to establish good expression in pupils’ writing, the handwriting and spelling skills, especially of some more-able pupils, are not always developed as consistently. The headteacher’s unwavering, collegiate and very successful commitment to continued improvement is informed by excellent monitoring and self-evaluation. This is evident in the way staff have developed exemplary partnerships with parents and carers and outside agencies to build on continuing strengths in care, guidance and support and so to promote outstanding outcomes in pupils’ personal development. Consequently, pupils’ spiritual, moral, social and cultural development is outstanding and their behaviour is exemplary. Clearly, as another parent wrote, ‘The school has gone from strength to strength.’ The pupils’ outstanding academic and personal outcomes, in response to consistently strong provision and stemming from a proven track record of exceptional improvement, reflect the school’s excellent capacity to sustain future development.