The Roebuck School

What Ofsted said

From the inspection on 24 March 2026

Pupils of all nationalities enjoy attending and learning at this welcoming school. The school buzzes with excitement. Pupils come from a variety of places around the world. They form a close-knit community in which everyone feels welcomed and valued for their contribution. Pupils are well prepared for life in modern Britain. They develop an understanding of a range of faiths, cultures and different types of families and enjoy a range of extra-curricular activities. These include clubs, trips and leadership roles, such as school councillors, librarians and Year 6 buddies. Many pupils arrive at different points in the year, or stay only for a short time. Staff go the extra mile to support pupils’ transition into the school. Consequently, pupils build positive relationships with their peers and with staff. They show mutual respect. Pupils' behaviour overall is positive. They behave well in lessons. Pupils who attend the 'thrive room' receive the well-targeted support they need. Due to staff's effective help and support, pupils feel safe in school. While some bullying occurs, staff deal with it effectively. Some pupils have little prior experience of school when they arrive. Many have gaps in their knowledge. Some of these gaps do not close as quickly as they need to which hinders pupils' readiness for the next steps in their learning. Pupils are starting to gain an understanding of the topics they study and this improves the longer they are at the school. Nonetheless, some of these improvements are still in the early stages. More time is needed to see the necessary impact on pupils' achievement. Pupils’ attendance has risen from a low starting point. However, despite many positive strategies, it is not improving quickly enough. Some pupils continue to attend sporadically, which affects their achievement and participation in the wider opportunities available.

What the school should improve

• Leaders should ensure that staff use their ongoing checks of pupils' learning consistently to inform subsequent teaching, so that gaps in pupils' knowledge close more quickly.
• Leaders should ensure that the systems and strategies in place to secure rapid and sustained improvement in pupils' reading, writing and mathematics skills are embedded in daily practice so that more pupils leave the school ready for key stage 3.
• Leaders should continue to strengthen their oversight and promotion of the importance of attendance so that more pupils attend regularly.

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