Roseacres Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and other leaders have established a caring, happy and cohesive community since the school admitted its first pupils in September 2015. Pupils enjoy their learning. They engage enthusiastically in the wide variety of activities that take place throughout the school's broad curriculum, both inside and outside the classroom.

Leaders use a broad range of information to check the quality of teaching and many other aspects of the school's work. They challenge and support staff to constantly improve. Pupils behave well.

Relationships are positive. Pupils try hard and are keen to find out new things. They are willing to improve t...heir work.

These attitudes help them to make progress in their learning. The school promotes pupils' personal development and welfare well. Pupils develop self-confidence, show respect for others, and typically demonstrate maturity.

Parents, carers, pupils and staff are overwhelmingly supportive of the work of the school. Leaders work effectively to help parents understand how they can support their children's learning. The early years provision is well led.

Children typically develop their knowledge, understanding and social skills well. This helps most to make a strong start to key stage 1. Teachers plan activities that typically enable pupils to make good progress in English and mathematics.

Pupils achieve particularly high standards in reading by the end of key stage 1. Teachers help pupils to make links between different subjects. Pupils' use of what they know in one subject area to support their learning in another often deepens their understanding.

Provision for pupils who have special educational needs (SEN) and/or disabilities is well led. Typically, pupils make strong progress from their individual starting points, both socially and academically as a result. The extent to which teachers ask questions or set tasks that make pupils think deeply about what they have learned is too variable, particularly in the foundation subjects.

Governors are not checking on the progress pupils make in these subjects. Teachers do not ensure that pupils apply their well-developed mathematics skills to solving real-world problems often enough. This sometimes prevents the most able from making the progress that they should.

A small number of pupils do not attend school regularly enough.

Information about this school

Roseacres Primary School is much smaller than the average-sized primary school. It opened in September 2015, admitting children to the early years foundation stage and a very small number of pupils to Year 1 and Year 2.

The school is part of the Learning Partnership Trust. Although the multi-academy trust's board of trustees is legally the responsible body, the school retains a local governing body. This holds the school's leaders to account for the effectiveness of teaching, learning and assessment, as well as pupils' progress, outcomes and safeguarding.

The multi-academy trust provides support to the school, including training for teachers. The school's teachers also provide support to colleagues within other trust schools. The proportion of pupils who speak English as an additional language is lower than in the average primary school.

The proportion of disadvantaged pupils is lower than the national average. The proportion of pupils who have SEN and/or disabilities is broadly in line with the national average, as is the proportion with an education, health and care plan. There were no pupils in Year 6 in 2017; published data about pupils' performance relates only to the early years foundation stage, the Year 1 phonics screening check and key stage 1.

Also at this postcode