Rosedale Abbey Community Primary School

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About Rosedale Abbey Community Primary School

Name Rosedale Abbey Community Primary School
Ofsted Inspections
Headteacher Miss Nichola Oxtoby
Address Rosedale Abbey, Pickering, YO18 8SA
Phone Number 01751417278
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 24
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a small and friendly school.

Its vison is to raise pupils' aspirations, develop a strong community and to value each individual. The school is successful in doing so. The 'spirit' values can be seen throughout the school.

Resilience, inquisitiveness and tolerance are examples of these. Pupils achieve well from Nursery through to Year 6. They benefit from an excellent personal, social and health education programme.

Pupils are respectful to each other and behave well. They feel safe. They say that any unkind behaviour is rare.

If ever pupils fall out with each other, teachers help them to iron this out. This includes children in the early year...s.

The school works closely with the other school in the federation.'

Federation Thursday', where pupils from both schools are taught together, helps pupils to socialise and widen their circle of friends.

The school is at the heart of the community. Pupils and staff are very involved in the annual Rosedale show, for example.

The school ensures that pupils have a wide range of experiences. Swimming, museum visits, developing cooking skills at a local professional kitchen and yoga enrich the curriculum.

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

The curriculum at school is well thought-out.

Pupils are taught in mixed-age classes. Teachers and teaching assistants know how well each individual pupil is doing in different subjects. They then plan to help individuals to deepen their knowledge and build on what they already know.

This includes children in the early years. However, sometimes the exact knowledge that the school wants pupils to learn and remember is not clearly identified in some subjects.

By the time pupils leave Rosedale Abbey, they are ready for the next stage in their education.

Pupils achieve well by the end of Year 6. In art, for example, pupils are able to produce high-quality felting and have a good understanding of how to paint landscapes with water colours. Their mathematical understanding is strong.

The school prioritises reading. Teachers and teaching assistants follow the phonics programme to the letter. They deliver it successfully.

Children in the early years start to learn to read from the very beginning of Reception. As pupils progress, they use their phonics knowledge to successfully read new words. Teachers use regular checks to spot gaps in pupils' phonics knowledge.

Teachers use this information to help individual pupils to catch-up. This is effective. Training for teachers and teaching assistants is of good quality.

Pupils enjoy books; they read often and widely.

The school knows each individual pupil well. Although there are very few pupils with special educational needs and/or disabilities (SEND), the school has identified pupils that may need additional support to help them to overcome any barriers in their learning.

Teachers support these pupils effectively by tailoring any activities to help pupils to succeed.

Pupils treat each other with respect. Children in the early years are independent and confident.

Pupils and children throughout the school behave well. Only the gentlest of nudges are needed to help pupils focus in lessons if their minds are wandering.Pupils worked with staff to develop the behaviour system.

Pupils and staff understand what 'wow' behaviour, good behaviour and 'wobbly' behaviour looks like. Pupils behave well the vast majority of the time. The school has focused on increasing pupils' attendance.

Pupils now attend school regularly and often.

The personal, social and health education programme is strong. It reflects the needs of the pupils living in the area.

For example, farm safety and the dangers of quad biking are covered. Pupils learn about different religions, positive relationships, healthy lifestyles and mental health, among other topics. Pupils understand how to keep themselves healthy and safe.

Governance of the school is strong. Governors have ensured that the school benefits from being part of the federation. This includes the way in which different curriculum areas are developed and monitored.

Governors, leaders and staff have worked together to ensure that pupils at this small school receive a good standard of education.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes the exact knowledge that the school wants pupils to learn and remember is not clearly identified.

Occasionally there is a lack of clarity about what essential knowledge needs to be taught in different subjects. Pupils occasionally develop gaps in their knowledge as a result. The school should ensure that there is even greater clarity in the key knowledge that they want pupils to learn across the curriculum.

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