Roydon Primary School

What Ofsted said

From the inspection on 7 February 2024

Pupils are encouraged to 'be the best they can be' at this school. Pupils live out this mantra with positive attitudes towards their learning. Pupils behave well. They are kind, considerate and respectful. Classrooms are calm and focused. Learning proceeds without disruption. Pupils enjoy active and sociable playtimes. Pupils have roles of play leaders, who support younger pupils to learn to play well. The personal development of pupils is well considered. Pupils enjoy the chance to attend yoga sessions. Trained staff offer pupils support if they are having any difficulties around their well-being. This contributes towards pupils developing their resilience and helps prepare them to be ready to learn. Pupils' voices are heard and taken on board by the school. They are entrusted with a range of leadership roles, such as acting as school councillors and digital leaders. They relish these opportunities and enjoy making suggestions about how to make the school better. New pupils have recently joined from abroad. The 'young interpreters' make sure that they are welcomed. Part of this work includes the young interpreters ensuring that significant events from different countries are celebrated so that all pupils feel included as part of the school community.

What the school should improve

• The curriculum is not always successfully adapted to meet pupils' specific needs as effectively as it could be. This means that some pupils do not learn the knowledge as deeply and securely as they could. The school should ensure that it considers different pupils' needs precisely to ensure that successful adaptations are made to the planned curriculum so that all pupils learn the identified knowledge securely and consistently.
• In subjects where the curriculum is newer, the school's approaches to checking on what pupils know and remember are less well developed. This makes it more difficult for teachers to assess where pupils have potential gaps in their knowledge. As leaders implement the revised curriculum, they should ensure that teachers are fully equipped to check what pupils know and can do before introducing new learning.
• Some subject leader teams are not precise enough in the evaluation of their subject. This means that they are not able to identify accurately the strengths and next steps to improve. The school must ensure that subject leaders are trained to understand their role fully and to measure the impact of the curriculum in their subject. This will enable pupils to learn the intended curriculum successfully.

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