Rokeby Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending the school. They value the strong relationships they have with adults. These positive relationships extend to families too.

There is a welcoming environment in the school.

Pupils make the most of the varied and carefully planned activities at playtime. These help pupils to develop skills such as how to manage risks or how to play together in cooperative ways.

The school has high expectations for pupils' achievement and behaviour. Many pupils rise to these expectations. Pupils say that behaviour has improved.

However, recent changes to managing behaviour are still embedding. Pupils' learning is sometimes affected by low-level di...sruption.

Staff get to know individual pupils and their needs.

This includes children in early years. This understanding of pupils' needs helps them to become successful. Pupils achieve well as they progress through the school.

Pupils develop a sense of responsibility through the leadership roles that they carry out. They support their peers at lunchtimes through their roles as playground leaders. 'Door monitors' in early years take great care in holding the door open for their peers.

These important tasks help pupils develop their understanding of the importance of helping others.

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

The school encourages pupils to enjoy reading. During 'anchor time', for example, adults read to pupils.

They help pupils to develop important skills such as comprehension and reading with tone. Staff take great care selecting the books that they read with pupils. Pupils at the early stages of learning to read benefit from personalised support.

This helps pupils to close gaps in their phonics knowledge. As a result, pupils learn to read with fluency and confidence.

The well-sequenced curriculum helps pupils to develop their knowledge over time.

Frequent opportunities to revisit previous topics help pupils to remember their learning. For example, in mathematics, pupils have daily time to practise their multiplication and division skills. These routines help pupils develop important fluency skills in mathematics.

In some subjects, the tasks set in lessons occasionally do not support pupils effectively in their learning. When this happens, this means that pupils do not build up secure knowledge over time.

Pupils with special educational needs and/or disabilities (SEND) benefit from bespoke support.

This ensures that pupils with SEND access the same ambitious curriculum as their peers. Tailored adaptations support pupils well. For example, some pupils develop comprehension skills by listening to audio recordings.

The school's 'hub' offers further personalised support. The curriculum design means that pupils can access support in the hub for a short period of time. They rejoin their class lessons when they are ready.

Pupils progress well in their learning because of the range of strategies in place.

The school and families work in partnership to ensure high attendance for all pupils. Families value the positive relationships with school.

The school is very clear on its strategy to secure high attendance for all. The school's actions have resulted in improved attendance for many pupils.

Children in early years enjoy happy relationships with each other and adults.

The curriculum helps children to progress to their next stage of learning. Children are quick to respond to the high expectations. They develop positive learning routines.

Well-designed learning opportunities excite children. For example, children enjoy working in the 'post office', where they use scissors to cut wrapping paper and wrap a present to send to their friend. These experiences help pupils develop important skills, such as the fine motor skill of cutting.

They also learn all about the post office. Children are excited by a follow-up visit to a local post office. This helps them develop their understanding of the wider world.

Pupils appreciate the wide range of enriching activities. Pupils in Year 6, for example, enjoy their residential trip to an outdoor activities centre. They develop skills such as resilience during different activities and staying away from home.

Pupils in Year 4 visit Spurn Point. They develop their knowledge of the impact of tourism in their local area. These rich experiences enhance pupils' school experience.

Staff in the school are valued. They know that their well-being matters to leaders. Staff are proud to work at Rokeby Park School.

The trust, local advisory board and school know where to improve further. As a result, they ensure that pupils have a positive school experience.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, activities in lessons do not support pupils' learning in some areas as well as in others. When this happens, pupils' learning is hindered. The school should ensure that the work set for pupils consistently deepens their learning.

• There is variation in how well the behaviour policy is implemented. Incidences of low-level disruption are not consistently addressed. The school should ensure that the behaviour system is consistently understood and implemented.