Roundthorn Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Warm relationships lie at the heart of Roundthorn Primary Academy.

Pupils flourish in the knowledge that this school expects the best from them, both academically and in preparation for life as responsible citizens. Many pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Pupils arrive at school happy and keen to learn.

In lessons, they listen attentively. Pupils move around the school sensibly and quietly. Pupils are polite and welcoming towards visitors, for example by holding doors open for them and smiling in greeting.

From the outset, children in early years learn about their feelings and emotions. Th...e school encourages pupils of all ages to talk to staff if they have any concerns. Pupils value the respectful relationships that they have with staff.

They know that their opinions matter.

The school provides an exceptional programme to develop pupils' learning beyond the academic curriculum. Pupils benefit from a wide range of exciting trips, as well as visitors coming into school to speak about a range of topics.

The school is ambitious for pupils' future. Older pupils take part in science lessons at a local college to further develop their enthusiasm and knowledge of the subject. They learn about potential career choices.

Across the school, pupils are encouraged to take on various leadership responsibilities, such as being a 'friend of Roundthorn' or a health champion.

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

The school has carefully designed the curriculum content that pupils will learn from Nursery Year to Year 6. It has ensured that pupils are taught this information in a logical order, which helps them to build up their knowledge over time.

The school places a sharp focus on children in early years developing their knowledge of vocabulary. This consideration for pupils developing a rich language continues throughout the school. As a result, pupils, including those with SEND, learn well.

Teachers consistently deliver subject content following an established structure that allows pupils to revisit previous learning. Teachers check for misunderstandings or gaps in pupils' knowledge. On occasion, in a small number of subjects, the checks that teachers carry out on learning do not help them to identify and address gaps in pupils' knowledge.

This means that a small number of pupils do not have the information that they need to make connections in their learning.

The school encourages pupils to develop a love of reading. It makes sure that pupils read from a wide range of texts written by different authors.

Through class and whole-school events, pupils share and celebrate the books that they have been reading. In Nursery Year, children start learning to hear and identify sounds and rhyming patterns. This prepares them for learning to read.

From the beginning of Reception Year, children learn written letters and their matching sounds. They quickly gain a secure knowledge of the phonics curriculum. The school ensures that pupils read books that contain only the sounds that they know.

This enables them to read with fluency and confidence. In the main, staff deliver phonics sessions effectively. However, on occasion, staff use incorrect terminology.

At times, the activities that staff choose do not help pupils learn as well as they could. Nonetheless, many pupils learn the phonics curriculum securely and achieve the expected standard in the Year 1 phonics screening check.

The school identifies the needs of pupils with SEND quickly.

It makes sure that they have the necessary support to be successful learners. Where appropriate, this includes seeking professional advice. Staff ensure that pupils with SEND are involved in all aspects of school life.

Pupils are enthusiastic learners. They enjoy acquiring new information and actively participate in their own learning. During lessons, most pupils concentrate on the task and know not to disturb others.

Pupils throughout the school take pride in their work. At breaktimes, pupils play cooperatively with each other. Older pupils model positive behaviours for the children in early years through their role as play leaders.

The school seizes every opportunity to help to prepare pupils for life in modern Britain through a wealth of learning experiences. For example, pupils learn about current affairs. In early years, staff use stories to challenge stereotypes.

Across the school, pupils raise money for various charities around the world and in the local area. The school makes sure that all pupils, including those with SEND, can participate in a range of clubs, such as those for cookery and art. Pupils learn about fundamental British values in an age-appropriate way.

They learn about, and celebrate, the differences between people across a range of cultures, faiths and backgrounds.

Staff are proud to be part of the school community. They appreciate the consideration given to their well-being and workload.

For example, they welcome the time provided to complete training in preparation for any changes that are introduced.

Members of the trust and the local governing body work effectively to ensure that the school's priorities are successfully addressed. They are knowledgeable and are rigorous in fulfilling their roles.

This means that they are well placed to support and challenge the school. Trust leaders and governors maintain a clear oversight in ensuring that the school delivers a high-quality education to all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, staff do not deliver the phonics programme as clearly as the school intends. This means that some pupils do not learn all that they should to gain secure phonics knowledge. The school should ensure that staff have the relevant training to develop their expertise and implement the phonics programme as effectively as possible.

• In a small number of subjects, the checks that teachers make on learning do not identify the gaps in pupils' knowledge. This means that, on occasion, some pupils' learning is disconnected. Teachers should make sure that the assessment information that they gather enables them to identify clearly and address misunderstandings or gaps in pupils' knowledge.