Roecliffe CofE Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils are proud to belong to a small, friendly community where ‘everyone knows everyone’. New pupils settle quickly and feel honoured to join the school. They enjoy making new friends. The school’s Christian ethos and values of ‘faith, courage and love’ are woven through daily life and shape the way pupils learn and behave. Pupils value their relationships with staff and each other. They treat each other with respect. Pupils enjoy coming to school and appreciate being part of the school community. Pupils experience a warm and caring start to each day. They arrive to a safe and well-supervised environment. Staff know pupils well and build positive, trusting relationships. Pupils are happy and feel safe. They know who to go to if they need help. Pupils with special educational needs and/or disabilities receive targeted support that helps them take an active part in school life. Other pupils who are vulnerable are included well. Pupils’ behaviour across the school is positive. Pupils are polite and respectful. They move calmly around the school. Pupils show positive attitudes to learning and take pride in their work. They respond well to clear routines and high expectations set by staff. Staff use a restorative approach when behaviour falls short of the school’s high expectations. This supports pupils to understand the impact of their actions and learn from mistakes. Playtimes and lunchtimes are happy and sociable. Across the school, pupils have many opportunities to develop personally. They take part in educational visits, clubs, leadership roles and community events. Roles such as school councillors, faith leaders and wellbeing ambassadors help pupils grow in confidence and contribute to school life. Pupils enjoy cultural, sporting and creative experiences throughout the year. The school supports pupils’ emotional development and wellbeing effectively.

What the school should improve

• Leaders should extend their approach to inclusion for pupils identified as having barriers to learning and wellbeing beyond those pupils identified as having SEND. This should follow a clear cycle of planning, action and review, so that barriers to learning and wellbeing are addressed swiftly and effectively. • Leaders should strengthen the teaching of writing to ensure that pupils secure accurate letter formation and handwriting skills.

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