The Rosary Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

When pupils arrive at The Rosary Catholic Primary School, they receive a warm welcome.

The school's values help to shape their character. For example, pupils show 'love' by being kind to others and 'respect' by accepting differences. Pupils greet visitors with a smile and use good manners.

This makes for a happy and friendly school community.Staff form trusting and nurturing relationships with pupils. This gives pupils the confidence to speak up and seek help if they have any worries.

Pupils know that adults look out for everyone and act quickly if they report bullying or discriminatory behaviour.The school and trust have raised expectations. This shows in th...e improved curriculum and pupils' higher attendance.

Staff expect pupils to work hard and behave well, and they do. Pupils strive to earn a gold footstep for following the school rules. When reminders are needed, adults help pupils make positive choices and learn from their mistakes.

The school widens pupils' cultural knowledge through trips to jazz festivals and museums. Learning in the outdoors, judo and dance clubs promote physical activity. Older pupils are passionate advocates for the school.

They proudly take on leadership responsibilities as chaplaincy team members and well-being ambassadors.

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

The school has worked with energy and determination to remedy the weaknesses identified at the previous inspection. Expert staff from the trust have been brought in to guide and develop leaders and teachers.

This has been instrumental in securing sustainable school improvements. Staff value the opportunities to work as a team when designing the curriculum.

Reading is actively promoted across the school through reading challenges and 'the masked reader' storytelling.

Carefully chosen books broaden pupils' vocabulary and language well. For example, pupils in Year 6 maturely discuss the impact of authors' language on the reader. Pupils leave the school as competent readers.

From Reception Year onwards, early reading is equally effective. The school has invested in a comprehensive training and coaching programme for staff. This gives them the confidence to teach phonics with expertise.

Staff use assessment sharply to spot pupils not keeping up with the programme's pace. They make it an absolute priority to give these pupils the extra time they need to practise reading. As a result, most pupils have mastered the basics of reading by the end of key stage 1.

Across different subjects, the school's curriculum sets out what pupils need to learn and when right from early years. It identifies the precise 'sticky knowledge' and shows how concepts link to what pupils have previously studied. For example, pupils in Year 5 spoke knowledgeably about the impact of humans on coral reefs and oceans.

This builds on their learning about rivers in Year 4. Similarly, children in Reception Year develop a good grasp of different ways to make numbers up to 10 in readiness for doubling in Year 1. However, in a few of the more recently developed subjects, pupils' recall of knowledge over time is less secure.

This prevents them from deepening their understanding of important concepts.

Teachers have secure subject knowledge. They present information clearly and in a logical order.

Pupils are keen to talk about what they have learned. However, the recording of some pupils' written work contains basic punctuation errors and lacks pride. This is not routinely picked up by staff.

The school checks how well pupils with special educational needs and/or disabilities learn the curriculum. Staff understand how to break down any barriers to learning so pupils can achieve well across the curriculum. For example, staff use pre-teaching sessions to help pupils who speak English as an additional language take part in lessons and experience success.

The school fosters pupils' personal development well. Behaviour routines are firmly established as soon as children start in the early years. Pupils play their part in promoting equality.

Older pupils have plentiful opportunities to engage in discussion about important issues such as gender stereotypes and healthy relationships. This helps them make educated choices about how to treat others.

Although governors are new to their role, they understand the school's priorities.

They know how pupils and families have benefited from the school's intelligent support to secure better attendance. However, governors have not had the time to measure the impact of the school's work in all areas.

Most parents would recommend the school to others.

Many commented on the suitable blend of high academic expectations and effective pastoral care for pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some of the more recently developed subjects, pupils are unable to draw on what they know and remember over time.

This prevents them from deepening their understanding of important concepts. The school should continue to embed the curriculum and develop further strategies to ensure that pupils successfully retain knowledge in their long-term memory. ? The recording of some pupils' written work contains basic punctuation errors and lacks pride.

Teachers do not consistently pick up on this. As a result, some pupils repeat the same mistakes. The school should ensure that the writing routines across the curriculum are clearly established so that teachers address errors promptly and pupils present their work with pride.

• Most of the local governing committee are new to the school. Therefore, they have not had the time to measure the impact of the school's work in all areas. The trust needs to continue to develop the role of the governors so they can hold leaders to account fully for the strategic oversight of the school's work.

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