Roman Way Academy

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About Roman Way Academy

Name Roman Way Academy
Ofsted Inspections
Mrs Sital Shah
Address Burns Road, Royston, SG8 5EQ
Phone Number 01763241535
Phase Academy
Type Academy sponsor led
Age Range 3-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 188
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Roman Way are kind and caring towards each other. They are motivated to learn and keen to share what they have learned.

Pupils know who to talk to if they have concerns or worries. They have positive relationships with staff and, as a result, feel safe in school. Staff foster a positive and respectful school culture.

Pupils know staff expectations and behave well. They follow the school rules of 'ready, respectful and safe'. Most pupils have a solid understanding of what this looks like and why the rules are important.

From the early years, pupils learn a well-organised and progressive curriculum. Staff set high expectations for pupils to succeed in... their learning. Pupils achieve well.

They benefit from well-structured lessons and activities that help them to recall what they have learned before.

Pupils attend a range of trips, workshops and after-school activities, including woodland club, storytelling club and cooking club. These help them to try new things.

Pupils enjoy being pupil leaders called 'buddies' and 'eagles'. They are proud to contribute positively to their school community.

What does the school do well and what does it need to do better?

Trust leaders have prioritised improving the quality of education provided.

They have high expectations for all pupils. The school has developed a curriculum that is broad, ambitious and logically organised in most subjects.

Staff have set out what they want pupils to learn from early years to Year 4.

They teach most subjects confidently and show strong subject knowledge. Where the curriculum is effective, staff use skilful questioning to check what pupils have learned. They use thoughtfully planned activities to build on what pupils already know.

In most subjects, pupils are confident in sharing their learning, including using subject-specific vocabulary. In a few subjects, the school has not set out its expectations clearly enough. Therefore, some teachers do not always teach the curriculum as expected, as they lack the subject knowledge to do so.

This means that some pupils do not acquire all of the knowledge that subject leaders intend, as much as they could.

Staff work closely with parents and other professionals to ensure that pupils with special educational needs and/or disabilities (SEND) get the support they need. Staff make suitable adaptations to ensure that all pupils with SEND learn independently.

Pupils with SEND experience success in learning. They are well supported to access the same curriculum as their peers.

Staff develop warm, caring relationships with pupils to ensure that targeted support focuses on pupils' readiness to learn.

Staff are highly skilled at identifying pupils' needs and putting in place the support they need to achieve well.

Staff prioritise the teaching of phonics and reading. They ensure that pupils know the sounds that letters make and develop the skills to read with understanding.

Staff quickly pick up on pupils who have not pronounced a sound correctly. They use consistent strategies to provide pupils with opportunities to rehearse the sounds that they find tricky. Pupils who are not keeping up with reading get timely support to catch up and keep up with their peers.

Most pupils enjoy reading. They have books that match their reading stage. This helps them to practise the sounds they know.

Pupils in the older year groups have fewer opportunities to apply their reading knowledge to become confident fluent readers.

From early years, pupils are confident to be themselves and show high levels of curiosity, engagement and resilience. Pupils' behaviour is calm and orderly.

They know routines and follow staff's high expectations. Pupils have positive attitudes to learning. They want to try their best and are proud of their achievements.

Pupils feel safe in school and trust adults to help them. They know what to do if they have worries or concerns.

Pupils are positive about their school.

They enjoy coming to school. Pupils value the experiences that staff provide for them, such as the skateboard workshop, that allow them to try new things. Pupils learn about British values, like democracy, and how these affect their daily lives.

They learn about other religions and reflect on the importance of being tolerant and respectful of others.

The school works well with trust leaders to prioritise the quality of education and staff well-being. Staff appreciate the support provided by the trust to develop their expertise.

Trust leaders know the school well and provide appropriate challenge and support.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not set out clearly the knowledge and content that they want pupils to learn.

Some subjects are not being taught in line with leaders' intentions, as staff do not have the subject knowledge needed to teach it effectively. This means that some pupils' work is not always well matched to what they know, so they do not learn the curriculum as the school intends. The school needs to ensure that the curriculum sets out clearly what pupils should learn in each subject and that it is being taught how leaders intend.

Staff need to have the subject knowledge to teach it effectively. ? In some year groups, pupils do not have many opportunities to apply their reading knowledge and develop their reading fluency. The school needs to ensure that pupils in all year groups receive sufficient opportunities to apply their reading knowledge so they become confident fluent readers.

Also at this postcode
Fair Play Roman Way

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