Roundhill Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils typically enjoy attending this improving school, where everyone is warmly welcomed. In the past, pupils did not learn consistently well across the curriculum, including in the early years. In addition, some pupils' low attendance resulted in them missing important learning. This meant that many pupils left the school without the depth of knowledge and skills needed for secondary school. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) have historically progressed weakly through the curriculum. However, leaders have made many improvements to pupils' learning, attendance and behaviour. Staff's expectations of what pupils can learn have been raised. Pupils know more and remember more than in the past. Nevertheless, some aspects of this work are at an early stage. Consequently, some of the changes have not had the full impact on pupils that leaders intend. However, pupils value these improvements highly. They speak movingly about the trust they have placed in the school's new leaders to improve the school. Pupils typically feel safe and value the positive relationships they have with adults across the school. Staff deal with bullying swiftly and effectively if it occurs. Most pupils have risen to the higher expectations of behaviour. However, there are still occasions where poor behaviour stops other pupils from learning. Roundhill is an inclusive school. Pupils with SEND play a full part in school life. However, there is more to do to ensure that they learn consistently well. Through taking learning outdoors, pupils understand the importance of risk-taking and teamwork. Pupils develop a love of the arts through school productions and learning to play musical instruments. However, pupils' knowledge of life beyond the locality is limited. Many pupils lack awareness of different faiths and cultures. As a result, they are not well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that staff provide consistently appropriate support and adaptations for pupils with special educational needs and/or disabilities so that barriers to learning are reduced. • Leaders should ensure that teachers use what they know about pupils' needs and starting points to plan teaching that is well matched to what pupils already know and can do. • Leaders should ensure that pupils develop fluent and accurate writing so that they are well prepared for the next stage of their education. • Leaders should continue to improve the culture of pupils' behaviour and positive attitudes so that expectations are applied consistently. • Leaders should ensure that the personal development curriculum develops pupils' understanding of fundamental British values and cultural diversity in modern Britain. • Leaders should ensure that, in the early years, teaching tasks align closely to the intended ambitious curriculum so that children are supported to deepen their knowledge across all areas of learning. • Leaders should ensure that staff receive high-quality training so that they have the expertise needed to secure the necessary improvements across all areas of the school's work.

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