Rawmarsh Rosehill Junior School

What Ofsted said

From the inspection on 8 July 2025

Pupils enjoy learning at Rosehill Junior School. They are proud of their school and happy to attend. Staff have high expectations of pupils' achievement. Classrooms are productive places where there is a hive of activity. Staff support pupils closely. As a result, pupils achieve well. This includes in national tests at the end of key stage 2. The school is calm and orderly. At play time, pupils socialise well. For example, they play sports such as basketball and football cooperatively. In lessons, pupils follow instructions. The school's clear routines are well-embedded. Pupils trust the staff and feel safe. They have adults in school whom they can report concerns to. Pupils can use the 'worry monsters' in classrooms to share their concerns in writing. Pupils have confidence that staff will resolve any worries they have. There are well-considered opportunities for pupils to pursue their interests. These include taking part in clubs. For example, there are clubs for performing arts, sports and crafts. The school promotes pupils' understanding of equality effectively. Pupils celebrate their individuality in singing assemblies and through the personal development programme. While there have been improvements made to the quality of education, some other aspects of the school's work are not as effective as they need to be.

What the school should improve

• The governing body does not hold school leaders to account sufficiently well. This hinders some important aspects of school life, including actions to enhance the school's relations with some parents. The school should strengthen its governance arrangements to ensure that the governing body works consistently and robustly to challenge and support school leaders.
• Some parents and carers lack confidence in aspects of the school's work, as they feel communication is not good enough, especially when they raise concerns. This leaves some parents feeling dissatisfied and, in some cases, others feeling ill-informed about how the school is meeting their child's SEND needs. The school should improve its partnership with parents. It should be consistent in the way it reviews with parents the support in place for pupils with SEND.
• In some foundation subjects, the school has not identified the core knowledge and skills that pupils should learn with enough precision. This means there is some variation in teaching and what pupils know and remember in these subjects. The school should ensure that the curriculum is well thought out in all subjects and that pupils are supported to learn essential information well.
• Some of the school's safeguarding records do not reflect all the actions that it takes to keep pupils safe, or its communications with other professionals. As a result, the school is not consistently able to review some of its actions and their impact. The school should ensure that all safeguarding records are sufficiently detailed about the actions that it takes and the wider communications to keep pupils safe.

Read the full Ofsted report (opens in a new tab)