Rockland St Mary Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school.

They get on well with each other, and older pupils look out for younger pupils. They enjoy each other's company, especially at playtimes. One pupil summed this up when they said, 'We're pretty much all friends here.'



Pupils rise to meet the expectations adults set for them. Pupils behave well in school and in the playground. Some pupils need extra help with their behaviour, and they get this from adults.

The school is a calm and orderly place to be. Pupils feel safe because adults keep them safe.

Pupils and adults get on well.

There is a culture of mutual respect. Pupils know that if they have a prob...lem there is always an adult who will listen to them and help them. Although pupils say that bullying doesn't really happen, they know what it is and what to do if it ever does.

Although Rockland St Mary is a small school, pupils get big opportunities. They love taking part in sporting events and singing in public and, more recently, enjoyed a trip to the circus. Pupils, and their parents, appreciate the opportunities leaders provide.

What does the school do well and what does it need to do better?

The values of 'respect', 'resilience', 'resourcefulness' and 'reach' flow through the whole school. Leaders model these values. They expect staff and pupils to do the same.

The headteacher's recent show of resilience when learning to juggle has inspired pupils to show the same determination when learning British sign language.

Leaders have made significant improvements to the curriculum over the past two years. They have thought hard about the important knowledge they want pupils to know, and by when.

They have designed a curriculum that helps pupils remember this knowledge well.

Teachers have a good knowledge of the subjects they teach. This means they can help pupils understand difficult concepts.

For example, pupils in Years 5 and 6 are able to design and write programs in computing because they have been taught the specific knowledge they need to be able to do this.

Despite leaders' best efforts to ensure the redesigned curriculum plans in all subjects are consistently well taught, the COVID-19 pandemic has got in the way. This means that in a small number of subjects, pupils' knowledge is not as strong as in others.

This is because they have not had the chance to learn the well-planned curriculum for long enough.

Children in Nursery and Reception learn and practise the important things they need to help prepare them for future learning. For example, adults provide many opportunities for children to develop their spoken language effectively.

The nurturing early years environment allows children to learn well, grow in confidence and thrive. Their parents agree.

Pupils start to learn to read as soon as they join the school.

Adults teach phonics well because they have had effective training to help them do so. Pupils have the chance to read books that help them practise the new sounds they are learning in class. This means most pupils learn to read quickly and go on to be fluent and confident readers.

If any pupils find learning to read tricky, adults quickly see they are struggling, and give them more help to catch up.

Leaders want pupils to love reading. Adults regularly read books to pupils.

These books are high quality and excite pupils' imaginations. Many of these books also help pupils understand what life is like for people from different cultural backgrounds.

Pupils who have special educational needs and/or disabilities (SEND) receive effective help.

They have access to the full curriculum. This is because teachers know their pupils well and skilfully support pupils to make sure pupils with SEND can succeed.

In the past, there were too many pupils who did not attend school regularly, especially disadvantaged pupils.

Leaders have worked hard with these pupils, and with their families. As a result, these pupils, including disadvantaged pupils, now come to school more regularly.

Pupils have many opportunities to learn about the wider world.

Younger pupils can talk about the differences and similarities between themselves and others. Older pupils know about hate crime and the effect this has on individuals and society. Leaders develop pupils' personal development extremely well.

Members of the local governing body work closely with trust leaders. They know they have a strategic role and allow leaders to run the school. However, they do not shy away from challenging leaders to make the school the best it can be.

Parents are rightly happy with the care and education their children receive. Staff are also proud of their school. They regularly receive high-quality training through the multi-academy trust to help them continually improve their practice.

Safeguarding

The arrangements for safeguarding are effective.

Adults are well trained to spot the signs that something may not be right with a pupil. Leaders, including the designated safeguarding lead (DSL), make sure adults know the risks faced by pupils in the local area.

This has created a culture where all staff are vigilant.

Where concerns are brought to leaders, they follow these up quickly and efficiently. Leaders make sure pupils, and their families, get the support they need.

Pupils are taught how to stay safe, including when using the internet.

Governors and multi-academy trust leaders make regular checks on safeguarding to assure themselves that leaders continue to do all they can to keep pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have designed an ambitious curriculum and have identified the key knowledge that pupils will learn and the order in which they will learn it.

In a small number of subjects, the implementation of the plans has been delayed due to the disruption caused by the COVID-19 pandemic. As a result, pupils do not currently learn as much in some subjects as leaders intend. Leaders must ensure curriculum plans are implemented in all subjects across the school, which will allow pupils to deepen their knowledge in all areas of the curriculum.