Rockingham Junior and Infant School

What Ofsted said

From the inspection on 21 September 2022

Warm and caring relationships exist between adults and pupils. Leaders have high aspirations for all pupils, including pupils with special educational needs and/or disabilities (SEND). This starts from Nursery, where children receive an excellent start to their educational journey. Pupils are happy to come to school and feel safe. Pupils have a good start to the day. They use the 'scale' to let staff know how they feel. If pupils feel unsettled or have a problem, they benefit from the support of well-trained staff and Willow, the school's therapy dog. Leaders train 'pupil restorative practice leads' (RP reps) to support other pupils who may have friendship issues. Pupils are happy to discuss issues with RP reps or teachers. As a result, friendship issues are quickly resolved and incidents of bullying are rare. Pupils' behaviour in class and around school is good. Pupils are kind and courteous to visitors and each other. Pupils respond well to the rewards that they receive for displaying positive behaviours such as respect and trying their best. There are a range of opportunities for pupils to develop as leaders. They are proud to be science ambassadors, head of houses and sports leaders. Their 'jobs' around school, such as writing the newsletter, give them a sense of responsibility. Leaders carefully plan 'profound learning experiences' that engage pupils in rich learning opportunities beyond the classroom. These experiences enable pupils to apply what they have learned across the curriculum. For example, pupils visit a local theme park to put some of their learning from art, science and mathematics into practice when designing their own ride.

What the school should improve

• In some subjects, such as science, while plans are sequenced so that they build on what pupils know within year groups, they do not consider what is being taught across the key stages. Leaders have not identified the core knowledge that pupils need to revisit from the previous years. As a result, pupils sometimes forget what they have learned. Leaders need to identify core knowledge that needs to be regularly revisited and rehearsed over time. This will support pupils to remember long-term.
• Pupils who are at the early stages of reading access lessons that do not build on what they already know. Pupils' progress is further hindered because the books that they read do not closely match their phonics knowledge. Pupils become disengaged quickly and struggle to keep up with their peers. Leaders need to ensure that pupils can access lessons that build on their phonics knowledge and that the books they read are phonically decodable. This will enable all pupils to become confident and engaged readers.
• Pupils lack an understanding of fundamental British values and an awareness of different faiths and cultures. Leaders should ensure that pupils better understand the range of religions and fundamental British values so that they are well prepared for life in modern Britain.

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