Roman Way Primary School

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About Roman Way Primary School

Name Roman Way Primary School
Ofsted Inspections
Headteacher Ms Sarah Jones
Address Roman Way, Andover, SP10 5JY
Phone Number 01264352118
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 203
Local Authority Hampshire
Highlights from Latest Inspection


Roman Way Primary School continues to be a good school.

What is it like to attend this school?

Pupils feel safe and secure because staff work as a team to look after them.

They are taught important values about integrity, excellence and determination. As a result, pupils try hard in lessons and are learning to become more resilient.

Staff have high expectations of pupils' behaviour and academic success.

In turn, pupils want to do their best and achieve. Pupils behave well in lessons and around the school. They respect their peers and enjoy the extensive grounds available to play and learn in.

Pupils say that bullying is rare and that staff deal effectivel...y with any concerns. Pupils notice and appreciate the kindness shown by all staff. Pupils are proud of the way they get along and are also kind to each other.

Pupils are happy in each other's company and eager to learn new things.

Leaders ensure pupils experience a broad range of subjects. They also provide opportunities beyond the classroom.

All pupils, for example, take part in forest school, which they really enjoy, and look forward to working together cooperatively as a team.

Parents value the way the school approaches pupils' needs. Staff prioritise building relationships with families.

One parent said, 'The staff genuinely know my child and how best to meet his full potential.'

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

Leaders demonstrate a relentless focus on improving the quality of education that pupils receive. They prioritise what is most important and act decisively.

This includes designing an ambitious curriculum. Subject leaders ensure that learning in most subject areas is ordered well to help pupils build their knowledge and securely remember what they have been taught. However, in some subjects, such as history, the learning is not as well planned as it is in subjects like mathematics.

Leaders have not yet demonstrated enough clarity about precisely what they want pupils to know, and in what order.Leaders ensure that pupils with special educational needs and/or disabilities (SEND) get the help they need. Individual needs are identified quickly and accurately, starting in the early years.

Well-matched support is in place for each child, so they are ready to learn. Staff at all levels communicate well so that teaching meets the precise needs of individual pupils and helps to move learning on. The strong teamwork enables pupils with SEND to learn and thrive alongside their peers.

Leaders recognise that ensuring all children learn to read well is central to pupils fulfilling their potential. Leaders have put together a well-structured phonics programme, which starts as soon as children begin at Roman Way. Pupils enjoy these daily sessions because committed staff help them develop their knowledge and skills quickly.

Those who are struggling receive regular and effective help from a team of well-trained staff. The books that pupils are given to read support their development because they match the sounds they have learned in class.

Staff have high expectations of pupils' behaviour and apply the school's rules consistently.

The foundations of the positive culture are firmly laid down in the early years. Pupils respond well to the positive modelling and praise they receive from adults. They want to behave and choose to do so, both in the classroom and outside.

Teachers develop strong classroom routines right from the start so that lessons are both focused and purposeful. Pupils quickly recognise the importance of treating others with respect and being respected themselves. They are polite and courteous in lessons and at social times.

There is a very small number of pupils with SEND whose behaviour can sometimes disrupt lessons. However, teachers take effective action to minimise the impact of this and get learning back on track.

Leaders prioritise personal development for all pupils.

For example, strategies to teach pupils how to look after themselves or how to be a good friend to others are very well considered. However, opportunities to develop pupils' interests and talents beyond what they study has been affected by COVID-19. The impact of COVID-19 on staffing has significantly restricted the school's capacity to offer the range of clubs, trips and opportunities previously in place.

However, leaders plan to restore these soon. Pupils understand the school's values and maturely discuss why they are important in their own decision-making and development.

Those responsible for governance help to improve the school by providing effective challenge and support to leaders.

Governors have an accurate view of the school's strengths and priorities moving forward. Staff are proud to be part of the team. They value the way that school leaders are both compassionate and considerate of staff's workload and well-being.

Leaders listen to concerns and act appropriately.


The arrangements for safeguarding are effective.

Leaders take the safeguarding needs of all pupils seriously.

They have devised and implemented rigorous procedures to ensure that records are maintained well. Leaders ensure all staff are well trained and alert to any risk. Governors regularly monitor safeguarding practices in the school.

The school has a strong culture of nurture as well as vigilance. Staff know the pupils as individuals and work as a team to care for them. Leaders work productively with families to help support them when there is difficulty.

They communicate well with other agencies and are persistent to secure the right resources for those who need help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in history is not as well implemented as those in other subjects, such as mathematics. As a result, pupils are not currently able to build and develop their knowledge and skills well enough.

Leaders should ensure that curriculum improvement work continues so that all subjects are equally well planned and sequenced to the same high quality. Leaders should ensure that staff are trained so that they have the subject knowledge they need to plan and teach all subjects effectively.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in September 2016.

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