Rolph Church of England Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Rolph Primary enjoy learning a broad and rich curriculum. They are keen to talk about what they learn, such as building a bird hide, creating a pond and planting trees.

Pupils are proud of their successes in sporting events and competitions.

Pupils say that bullying sometimes happens. They say that when it occurs it is dealt with quickly.

Pupils are confident that there is an adult who can help them. In some lessons, pupils are not focused on their learning as well as they should be. Pupils' learning is disrupted as a result, and all pupils do not learn as much as they could.

From the moment children join Nursery, they enjoy the many opport...unities provided to investigate and explore through a wide range of activities. Children in the early years are encouraged to learn across all areas of learning. They learn to listen carefully and to keep trying, so they overcome difficulties.

Children are confident when speaking with adults and each other. They have good relationships with adults.

The school's values are an important part of daily life for pupils.

They learn about ideas such as love, integrity, fellowship and endurance. Pupils understand how to build strong and supportive friendships.

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

Leaders have developed a clearly defined curriculum that helps to build up what pupils learn in logical way.

Leaders have identified the key vocabulary and key knowledge that pupils need to learn in each subject. In computing, for example, pupils use their knowledge of key and precise language well to draw routes and manage information online.

Teachers regularly check on what pupils know and can remember.

In many subjects, teachers use assessment information well to help them spot any misunderstanding pupils may have. However, in a small number of subjects, some assessment information is not linked closely enough to the key knowledge that pupils have been taught. This means that teachers do not have a clear picture of what pupils have learned across all subjects, so they can support pupils as well as possible.

Leaders have made the teaching of reading a high priority. Leaders have ensured the reading curriculum is delivered effectively. Leaders recognise how important it is for pupils to learn phonics well and have appropriately trained teachers and other adults.

Leaders have adopted a systematic programme to teach synthetic phonics and early reading. From early on in Reception, children are taught the sounds letters make. Adults help pupils to build their reading knowledge step by step.

Pupils learn to become confident readers. Books are well matched to sounds that pupils are learning. Teachers regularly read books with their class.

Pupils develop a love of reading.

Pupils with special educational needs and/or disabilities (SEND) are supported through a curriculum that is suitably adapted to meet their needs. Pupils with SEND learn well alongside their peers.

Leaders ensure pupils' wider development is well considered. Through assemblies, lessons, a range of school trips and special visitors, pupils learn about diversity and different communities. The outdoor environment helps them to develop resilience and confidence in skills.

Pupils learn about relationships and different families in an age-appropriate way.

Pupils generally behave respectfully towards each other and towards adults. Leaders have recently introduced a new approach to managing pupils' behaviour.

Staff have received training on the new policy. They are developing their practice in using this new approach. Records show that incidents of behaviour are reducing.

Leaders recognise there is still more work to do to ensure that staff apply the new behaviour policy consistently well. This is so that in lessons all pupils behave well and focus on their learning.

Governors and trustees work effectively to ensure that leaders have the support and challenge they need to improve the quality of education.

Leaders are considerate of staff workload and supportive of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders complete the relevant checks to confirm that staff are suitable to work with pupils.

Leaders make sure that staff are well trained to spot potential issues of harm or neglect. Staff receive regular updates, so they keep up to date with identifying safeguarding concerns.

Pupils feel safe and know that they can talk to an adult if they have any concerns.

They are taught about dangers they may physically face or when using online technologies, and what to do to keep themselves safe.

Leaders work effectively with external agencies to ensure that children and families receive the support required.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, assessment is not closely linked to the knowledge that has been taught.

This means that, in these subjects, teachers are not clear what pupils have securely learned. Leaders should ensure that all staff are well trained to use assessment information well across the whole curriculum.

• Most pupils have positive attitudes to their learning.

However, at times, there is too much low-level disruption. Adults do not implement the new behaviour policy consistently. Leaders should ensure that all adults have the same high expectation of all pupils' learning and behaviour.