Rosliston CofE Primary School

What Ofsted said

From the inspection on 9 December 2025

Pupils are happy and safe in school. They trust staff to listen and act if they have any worries. Pupils know what bullying is, including online bullying. Pupils describe staff as kind and caring. Staff are concerned about pupil's wellbeing and support them when they may feel sad. Pupils walk calmly around school and greet adults politely. They enjoy coming to school and attend regularly. Lessons start smoothly because pupils know the routines. Most want to learn. However, low-level disruption sometimes gets in the way. Pupils say that calling out and distractions can make it hard to concentrate. Teachers deal with this, but not consistently. This means that some learning time is lost. Routines are not well embedded in some classes. This impacts how well pupils behave and achieve. Pupils enjoy reading and talk about the books they read at school and at home. They like practical work in art and design and feel proud when they do well in mathematics. Pupils know, understand and try to live out the school's values, for example honesty and respect. Pupils benefit from the leadership roles that the school makes available to them, such as being a reading ambassador or play leader. They also enjoy trips and residential visits, which make school life exciting. Pupils learn about fundamental British values and tolerance through assemblies and lessons. Pupils' achievement across the curriculum is inconsistent. Pupils' writing is not developed as well as it should. Staff do not routinely spot when pupils make mistakes in their work or make the adaptations that they should to support pupils with their learning.

What the school should improve

• Leaders should ensure that staff have the expertise to support pupils to secure the foundational knowledge in reading, writing and mathematics that they need to achieve well, including those achievements set out in published outcomes.
• Leaders should ensure that the curriculum across the early years is consistently well taught and that staff have the expertise to engage in high-quality interactions so that children are fully prepared for key stage 1.
• Leaders should ensure that plans to support pupils and reduce their barriers to learning, particularly those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, are implemented consistently well.
• Leaders should ensure that staff apply the recently revised behaviour policy consistently, so that pupils are supported to behave well and sustain positive attitudes to learning.
• Leaders should further develop the school's personal development offer to ensure that it is more carefully tailored to its context and pupils' aspirations. This will enable pupils, including those who are disadvantaged and those with SEND, to fully benefit from this offer.
• Governors should develop their expertise, including their oversight of the pupil premium strategy, to help them hold school leaders to account for the impact of their work, particularly on improving pupils' outcomes.

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