Rothwell Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils do not receive an acceptable standard of education at Rothwell Junior School. The impact of the school's curriculum on pupils' achievement is weak. This leaves pupils unprepared for the next stage of their education.

The support that pupils with special educational needs and/or disabilities (SEND) receive to learn the curriculum is poor. The school has not done enough to rectify these weaknesses.

Pupils feel safe.

They said that there is always someone to talk to if they are worried. Pupils like being part of a close-knit community where everyone knows each other.

Pupils are fond of the rewards they can earn for trying their best.

The...y look forward to the gold star tea parties at the end of each term. They enjoy the range of clubs on offer to develop their talents and interests in sport and music.

Pupils are polite and friendly.

They get on well with each other and typically behave well around the school building. However, the school's expectations of pupils' behaviour for learning are not high enough. Staff do not apply the school's behaviour policy consistently well.

Many pupils do not engage well enough in their learning. They lose concentration quickly and rely on adult help too much. Some pupils have negative attitudes towards their learning in certain subjects, particularly when their needs in these subjects are not being met.

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

The school has not done enough to tackle the weaknesses in the quality of education that pupils receive. Published outcomes at the end of key stage 2 in 2023 show that pupils' attainment in reading, writing and mathematics were low. The changes made to the curriculum have not brought about the required improvements.

Consequently, pupils across the school are not achieving as well as they should.

The school's expectations of pupils with SEND are low. Staff do not meet the needs of pupils with SEND well enough in lessons.

Teachers do not use agreed strategies and resources effectively. For example, the mathematics curriculum for pupils with SEND is unambitious. Pupils with SEND are routinely separated from their classmates for mathematics and taught a narrow curriculum.

Staff who teach mathematics to pupils with SEND have not had sufficient training on how to deliver the programme to pupils' different needs. Some parents and carers are critical of the school's provision for pupils with SEND.

Most staff teach the school's phonics scheme well.

However, some of the reading books that are given to those pupils who have just learned to read are too difficult. Some pupils cannot read these books accurately or fluently on their own. The reading curriculum lacks clarity.

It is unclear what pupils need to know and do to read with comprehension. The school does not ensure that pupils read a wide enough range of texts. There is a narrow focus on fiction.

As a result, many pupils do not learn to read as well, or as widely, as they should.Pupils do not build new learning well enough as they move through the school. This is because of weaknesses in the design of the school's curriculum.

In some subjects, there is too much content to get through. In others, the important knowledge that pupils need to know and remember has not been broken down into small enough steps. Not all subjects match the breadth of the national curriculum.

Learning is not matched well enough to what pupils need to know next. The checks on pupils' learning do not enable teachers to identify what pupils know and can do. In English, for example, pupils who are at the early stages of learning to write compose whole texts instead of mastering the basics of spelling, handwriting and sentence formation.

Conversely, in mathematics, pupils can spend too long on the basic content that they have already mastered, such as simple number bonds.

While attendance rates are below average, they are improving. Absence and persistent absence rates have both fallen in the last two years.

The school monitors absence closely, intervening swiftly if pupils have too much time away from school.

Pupils know that it is important to eat a balanced diet and to exercise regularly. However, the school's personal development offer is not preparing pupils well enough for life in modern Britain.

Their knowledge of fundamental British values is insecure, and they do not learn enough about the differences between people. Pupils' religious education does not furnish them with a suitable knowledge of world faiths.

Turbulence over the last year has made leading, governing and working at the school challenging.

Some staff do not believe that their views are well considered. As a result of this turbulence, the actions of the school and the trust to tackle weaknesses have not had the necessary impact on pupils' learning. Some parents said their children's education has suffered as a consequence.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's expectations of pupils with SEND are low. Too often, these pupils are not provided with the support that they need to learn all that they should.

Consequently, many pupils with SEND do not achieve well enough. The school must ensure that pupils with SEND receive the help that they need with their learning so that they achieve well in all aspects of school life. ? Some pupils in the early stages of learning to read do not get the support that they need to catch up.

The texts they are given are sometimes too difficult for them to read. This prevents these pupils from becoming accurate, confident and fluent readers. The school must ensure that all aspects of the phonics programme are implemented consistently well so that pupils catch up quickly.

• The school's curriculum for reading does not set out clearly enough what pupils need to know and do in order to read with understanding. Not enough thought has been given to the texts that pupils will read. Pupils do not read a wide range of texts.

Consequently, many pupils do not learn to read as well as they should. The school must ensure that it develops pupils' ability to understand increasingly complex texts, so that they are well prepared for the next stage of their education. ? The school's curriculum is not sufficiently well ordered in several subjects.

In some subjects, there is too much content to get through. In others, the important knowledge that pupils need to know and remember is not broken down into small enough steps. Not all subjects match the breadth of the national curriculum.

As a result, pupils do not gain the knowledge and skills that they need for their future learning. The school must ensure that the important knowledge that pupils must learn is set out clearly in all subjects and that pupils gain a secure understanding of this key content. ? Sometimes, pupils are taught curriculum content that they are not ready for.

Conversely, they sometimes spend too long on knowledge and skills that they have already mastered. Neither approach is meeting pupils' needs well enough. The school must ensure that learning is adapted to meet pupils' needs.

• The school's expectations of pupils' behaviour for learning are not high enough. Staff do not apply the school's behaviour policy consistently. When pupils do not engage actively in lessons, their understanding is less secure, and they do not complete tasks successfully by themselves.

The school must ensure that staff follow the school's behaviour policy, helping pupils to develop positive and focused attitudes to learning. ? While pupils have respectful attitudes, they do not have sufficient knowledge of fundamental British values, the differences between people or world faiths. Consequently, they are not prepared well enough for life in modern Britain.

The school should review its curriculums for promoting pupils' personal development to ensure that pupils develop a deep understanding of equality and diversity appropriate to their age. ? Over time, not enough has been done to tackle weaknesses at the school. As a result, pupils do not receive an acceptable standard of education.

The school, including those with responsibility for governance, must work with staff to bring about swift and sustained improvements to the school's curriculum so that all pupils benefit from high-quality education.HMCI strongly recommends that the school does not seek to appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.