Roseacre Junior School

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About Roseacre Junior School


Name Roseacre Junior School
Website http://www.roseacre.kent.sch.uk
Inspections
Ofsted Inspections
Headteacher Mr Duncan Garrett
Address The Landway, Bearsted, Maidstone, ME14 4BL
Phone Number 01622737843
Phase Primary
Type Foundation school
Age Range 7-11
Religious Character None
Gender Mixed
Number of Pupils 423
Local Authority Kent
Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The next inspection will therefore be a graded inspection.

What is it like to attend this school?

Roseacre is a happy, calm and caring school where pupils are nurtured and thrive.

Pupils enjoy their time in school. They are enthusiastic learners who are inspired and motivated by their skilled and caring teachers. Pupils live up to teachers' high expectations for their learning.

They work very hard... and always do their best.

Pupils are valued and know that their opinions matter and that staff will always help them. One pupil's view is shared by many others: 'I'm never afraid to ask if I'm stuck because the teachers are kind and always help you to do what you didn't think you could.'

Pupils develop a thirst for learning. They are curious and excited to learn.

Pupils behave extremely well in lessons, during social times and in the playground.

They get on well together and look out for each other. Pupils are not worried about bullying and feel safe. Pupils trust that adults will listen and help.

Leaders are ambitious for pupils' personal as well as their academic achievements. Parents are very supportive of the school and the vision of the new leadership. One parent summed this up: 'The headteacher's fresh approach is really nice for the children and parents.'



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

The interim headteacher has an accurate understanding of the school. He has carefully identified the school's many strengths and what needed further work. Parents greatly value the increased communication and interaction between home and school.

For instance, parents appreciate the headteacher's open-door policy and his presence, along with other senior leaders, at the gate every morning. The extended before- and after-school hours have also been extremely well received. Leaders' action planning is precise and focused for future work.

Several other initiatives have not yet had time to show their full impact. For example, an additional leader has recently been employed to further strengthen the provision for pupils with special educational needs and/or disabilities (SEND).

Reading is a priority.

There is a strong focus on fostering an enjoyment of reading. Pupils read a wide range of books. Most pupils become fluent, confident readers.

However, a few pupils are still at the early stages of learning to read. The books that these pupils read are not always matched to their reading knowledge. This means that some of the weakest readers do not learn to read as quickly and fluently.

Leaders have identified that some aspects of the current phonics programme are not working as effectively as they should. They are taking action to address this.

Leaders have ensured that the curriculum is ambitious for all pupils, including those with SEND.

They have identified the important knowledge and skills that pupils should learn in each subject. Learning is well sequenced. This means that pupils build their knowledge and understanding as they move through the year groups.

Teachers check on pupils' learning in a range of ways, which they then use to plan subsequent learning. This makes sure that pupils' learning builds securely on what they already know. Pupils achieve well overall.

This includes pupils with SEND. Staff identify these pupils' individual needs accurately and teachers and teaching assistants know what to do to support them effectively.

Subject leaders are skilled and knowledgeable.

Their guidance and support ensure that all teachers are confident and have the expertise to teach the broad range of subjects. There is a strong sense of teamwork among leaders and staff. Teachers explain concepts clearly.

In mathematics, for example, key concepts are revisited to ensure that pupils remember key mathematical knowledge. They use well-chosen resources to help pupils master new ideas. In history, pupils refer to timelines around the school and in the playground to help their understanding of chronology.

Pupils are respectful of each other and adults. They listen to others' opinions even if they do not agree with them. Pupils are proud of their leadership roles.

They enjoy a range of trips, visits, clubs and extra activities, including mathematics competitions. Staff are overwhelmingly positive about working at the school. They feel well supported by leaders.

Staff welcome the opportunities to further develop their expertise.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, staff and governors are all fully trained in safeguarding matters and understand their responsibilities.

They know what to be aware of to keep pupils safe. Staff know pupils very well and can quickly identify any signs that a child may be at risk of harm. They know the procedures to follow if they have a concern, and take swift action when necessary.

Leaders seek advice from specialist services where appropriate. They are in the process of transferring safeguarding information to an online recording system. Leaders are vigilant in ensuring the rigour of this process.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of pupils do not have the phonics knowledge necessary to progress with their reading. This means that they are not learning to read and develop fluency quickly enough. Specific gaps in their learning are not always targeted precisely enough.

Books are not always well matched to pupils' reading knowledge, so they are sometimes reading at a level which causes them frustration. Leaders should rapidly implement the planned phonics programme to ensure that pupils catch up quickly and rapidly develop as fluent and confident readers.

Background

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

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

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

This is the first ungraded inspection since we judged the school to be outstanding in May 2016.

Also at this postcode
Thurnham Church of England Infant School

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