Rood End Primary School

What Ofsted said

From the inspection on 19 November 2024

Rood End Primary School welcomes everyone. Pupils enjoy their learning and attend regularly. Adults forge warm working relationships with pupils. They provide good pastoral care. Pupils know that there is always an adult to turn to if there is an issue. This helps them to feel happy and safe. The school is a calm and purposeful place. Pupils meet the school's high expectations for their behaviour. They understand the rules well. Pupils are courteous and helpful. Children settle well into the early years. The school expects pupils to achieve well too. However, pupils do not make as much progress through the curriculum that they should. Sometimes opportunities for pupils to think deeply are not effective. Pupils do not remember some knowledge securely. The quality of some of the curriculum in the early years is variable. Provision for pupils with special educational needs and/or disabilities (SEND) is effective, however. Pupils know that everyone is different. They learn to respect cultures and traditions other than their own. The school provides opportunities for pupils to stay away from home, but trips and visitors seldom enrich the curriculum. Some pupils enjoy the school's after- school clubs., which are limited to sports.

What the school should improve

• There are inconsistencies in how effectively staff put the curriculum into practice. Staff do not routinely pick up on pupils' misconceptions or gaps in their knowledge. As a result, pupils sometimes do not learn securely, and their outcomes remain low. The school should ensure that teachers know how to implement the curriculum in line with the school's expectations to ensure that pupils learn in sufficient depth.
• In the early years, the intentions for children's learning are sometimes not clear. Teaching does not build sufficiently on what children already know and can do. As a result, the impact of teaching on their learning can be limited. The school should ensure there is a suitably ambitious, well-sequenced early years curriculum and that staff are able to implement it effectively.
• The school has not yet ensured that adults in the early years are sufficiently adept in fostering children's speaking and listening. As a result, children do not develop their language as fully as they might. The school should ensure that adults are skilled in listening to children and extending their spoken language so that they make strong gains in their communication skills.
• The reading curriculum is not sufficiently broad and challenging. Consequently, pupils do not read, discuss and learn to appreciate a suitable range of fiction, non-fiction, plays and poetry. The school should make sure that older pupils read and appreciate a rich variety of texts of different kinds.

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