Rocklands Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Rocklands is a safe and happy community. Older pupils look after the younger ones, such as organising their snacks at breaktimes.

Pupils are respectful and tolerant of each other. If any pupils find school difficult, their peers show understanding of why this might be. Pupils enjoy nominating each other for praise and rewards at assemblies.

They enjoy positive relationships with caring staff.

Pupils benefit from high expectations. They learn a well-planned curriculum.

Children in the early years quickly build their language and movement skills. Pupils enjoy and value their learning. For instance, they take pleasure in explaining their science experim...ents.

Pupils develop a rich understanding of their subjects. This means they are well prepared for their next stage.

Behaviour is positive.

Pupils respond well to clear routines. The calm atmosphere helps them learn. Breaktimes are fun and orderly.

Incidents of misbehaviour are rare. Any that occur are resolved thoroughly.

There is a range of well-considered opportunities.

These extend pupils' learning, for example pupils visit the beach for geography. Children in Reception walk in the village to learn about the place they live in. Year 6 pupils take their leadership roles seriously.

This develops their character, such as their sense of responsibility.

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

The school has put in place an ambitious curriculum. Leaders review this regularly to ensure it continues to meet the needs of pupils.

For example, the school identified that writing was an area to improve. Leaders planned in detail how pupils should build up their knowledge and skills over time, such as their understanding of grammar. This has led to pupils becoming confident and accurate writers.

That said, the curriculum does not always provide enough opportunities for pupils to recap prior learning. Most pupils remember their learning well. While this is the case, sometimes pupils struggle to recall what they have learned in the longer term.

The curriculum is delivered effectively. Staff are well trained and have appropriate subject knowledge. Teachers model new learning helpfully, such as vocabulary in mathematics.

Mostly, pupils retain detailed knowledge. For example, in religious education (RE), pupils discuss maturely how different religions view climate change. However, teachers do not always plan learning activities that build precisely on prior learning.

This means that pupils sometimes struggle to understand and remember difficult new content. This hinders how well they learn.

Reading has a high priority.

Phonics is taught well. If pupils need extra help, they get it regularly. As a result, they quickly learn to read fluently.

This includes pupils with special educational needs and/or disabilities (SEND). Older pupils learn to understand and love books, such as through the 'World Cup of Books'. Some of them are enthusiastic readers.

Pupils with SEND get strong support. This includes with their behaviour and personal development. The school identifies their needs accurately.

Parents are closely involved in planning and reviewing the help their children receive. Where appropriate, staff successfully adapt the learning. Consequently, pupils with SEND access the full curriculum and do well.

There is a strong curriculum for early years. Staff are knowledgeable. They skilfully break down learning into small steps, such as in relation to physical development.

Staff use well-crafted questions to help children develop their language skills. This means children are ready for the more formally structured learning in key stage 1.

There are high expectations for behaviour.

Leaders deal with the underlying causes of any issues. As a result, any disruption to learning is unusual.

The school has developed a curriculum for personal development that meets pupils' needs.

They know a lot about risks and about being safe, including with regard to road and online safety. Pupils develop understanding of important areas, for instance different types of families. This helps them to be ready for life in a changing world.

Staff praise their experience of working in the school. They say the school carefully considers their well-being and workload. Staff get wide-ranging help with their career development.

This leads to them being highly motivated.

Governors have the knowledge and skills they need for their roles. They monitor the curriculum closely and understand its strengths and weaknesses.

Where needed, they support and challenge the school's work. Governors check closely on safeguarding and fulfil their statutory obligations.

Parents are overwhelmingly positive about the provision.

The school collaborates with them successfully in areas such as supporting early reading and attendance. Typical comments praise the 'dedication' of staff and leaders, and how 'nothing is ever too much for them'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not routinely plan learning activities that build precisely on prior knowledge. This means that pupils sometimes struggle to understand new content. The school should continue to train teachers in how to implement the curriculum effectively, including how to choose the best learning activities to support and deepen pupils' understanding.

The curriculum does not in all cases provide enough opportunities for pupils to recap prior learning. This means that pupils sometimes struggle to recall what they have learned in the longer term. The school should ensure that curriculum planning builds in opportunities for teachers to enable pupils to recall key knowledge and link it to future learning.