Rosebank Primary School

What Ofsted said

From the inspection on 13 December 2022

Pupils enjoy coming to school and feel safe. The school's motto, 'all friends and together we succeed', is reflected in pupils' attitudes and behaviours. Leaders have constructed a rewarding curriculum that pupils enjoy. Pupils are proud of the badges they earn through the 'Rosebank drivers' to become world citizens, healthy advocates, respectful communicators and resilient individuals. Leaders provide pupils with many opportunities to develop their leadership skills. Pupils with additional responsibilities, such as being a diversity champion, are passionate about their roles. They know how they contribute to their school community. Leaders develop pupils' talents and interests through a wide range of extra-curricular activities. Pupils in Year 6 recently took part in a Shakespeare school festival. They performed a production of 'Twelfth Night' on stage in Bradford. Pupils are respectful of each other. Incidents of bullying are rare. If incidents do occur, pupils are confident that adults will deal with them quickly. Children in the early years make a good start to their school journey. Adults establish warm and positive relationships. These relationships help children to feel safe, happy and confident. Leaders make sure that parents and carers are involved in the life of the school. Parents value this.

What the school should improve

• In mathematics, assessment is not used precisely enough for pupils who are working below the level of their peers, including some pupils with SEND. As a result, the gaps in learning these pupils have do not close as subsequent learning is not closely matched to meet their needs. Leaders should ensure that teachers use assessment information accurately to ensure that pupils' gaps in learning are reduced quickly.
• In some subjects, the adaptations teachers make for lower prior attaining pupils and some pupils with SEND, do not support them to fully access the curriculum. As a result, there are occasions when these pupils do not fully embed or build on their previous learning. Leaders should ensure that teachers are further supported to provide adaptations to ensure that all pupils reach the expected end points of the lesson and the curriculum itself.
• In some subjects, leaders do not carry out thorough checks to see how well the curriculum is being taught. There are some inconsistencies around how subjects are taught and how pupils build their knowledge and skills over time. Leaders should ensure that subject leaders make regular and precise checks on the quality of teaching in their subject. They should use this information to further develop staff pedagogy.

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