Rosedale College

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of what pupils can achieve, and pupils work hard to meet these expectations.

Staff are committed to helping all pupils reach their potential. Pupils come from a wide range of starting points and backgrounds, with many languages spoken and representation from across cultures and beliefs.

Leaders provide a wide range of opportunities to develop pupils' characters.

This includes educational visits and clubs, including sports clubs. In the sixth form, students take on leadership roles and get involved in organising activities that enhance everyday school life, including volunteering to read with children at local primary schools..../>
Pupils feel safe at school, and behaviour in class does not stop learning from taking place.

Pupils are well supported, both in and out of the classroom, because there are strong relationships between staff and pupils. The personal views of some pupils are at times disrespectful of others' beliefs and values. Leaders are tackling this.

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

Leaders have created an ambitious curriculum, which enables pupils to achieve well in their academic qualifications, including in the sixth form. Leaders provide teachers with well-considered resources, which enhances their teaching. In most subjects, the curriculum is well thought through, with key concepts set out and taught in a logical order.

This leads to strong outcomes, and pupils demonstrate that they can recall knowledge they have been taught over time.

Teachers have strong subject knowledge and ensure that pupils develop their technical vocabulary across subjects. Pupils can link new learning to what they already know, and this leads to them remembering more over time.

Pupils value the expertise of their teachers and appreciate the strong relationships that allow them to succeed.

Leaders provide appropriate support for pupils with special educational needs and/or disabilities (SEND). These pupils are identified quickly, and their specific needs accurately set out.

Leaders check regularly that these pupils are progressing well through the curriculum and provide additional help if needed.

Leaders have implemented a structured personal, social, health and economic education (PSHE) programme that defines the values, knowledge and skills that pupils need to learn. Pupils are taught the importance of online safety and healthy relationships and are confident in discussing these areas.

When issues arise, leaders respond appropriately, adjusting the PSHE programme accordingly, including in the sixth form.

Behaviour across the school is calm and productive. Both within lessons and around the school pupils generally treat others with respect.

However, a few pupils are not tolerant of others, including those with protected characteristics.

Leaders have made plans to broaden the curriculum in Years 7 to 9 to ensure that pupils have access to a wider range of subjects and skills from September 2023. At the time of this inspection, pupils in these year groups had not yet had the opportunity to deepen their learning in some subjects.

The proportion of pupils being entered for the English Baccalaureate suite of subjects is lower than in other schools. This is largely because a relatively low proportion study languages at GCSE. Many pupils attending the school speak English as an additional language and are new to English.

Leaders are prioritising the development of fluency in English for these pupils. Any pupils who require additional help with their reading in order to access the full curriculum are provided with suitable support.

Members of the school council are elected to their positions by their peers and influence parts of school life that matter to pupils.

Pupils can choose from a growing offer of extra-curricular activities. The quality of careers education is strongest in the sixth form, with leaders providing access to a wealth of programmes and scholarships and personalised careers guidance. For pupils in Years 7 to 11, the careers advice they receive is less comprehensive.

This means that pupils sometimes lack confidence when choosing their next steps.

Leadership has undergone change at various levels in the school recently. The new leadership team is developing and embedding the curriculum and other systems in the school.

Many staff feel well supported in their workload and recognise leaders' efforts to improve their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders act appropriately to safeguard pupils by ensuring that all staff have appropriate training and are confident in raising issues.

Support is provided for pupils at risk, and leaders are reviewing systems to ensure they can continue to be responsive to safeguarding needs. Pupils are taught about risks that they may face in the community or online.

Leaders ensure that the school environment and activities are considered and risk assessments are completed.

However, occasionally, risk assessments are not aligned with practice and require further action from leaders.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? A few pupils express disrespectful views on equality and protected characteristics. Leaders should ensure that policies and practices are consistently implemented and that fundamental British values are consistently upheld.

• The key stage 3 curriculum has not provided sufficient breadth and depth in some subjects. While leaders have taken action and changes are in place for September 2023, some pupils in the school continue to have gaps in their knowledge. Leaders must ensure that pupils receive a full curriculum in key stage 3 that enables them to deepen their knowledge and skills in all subjects.

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