Roselands Infants’ School

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About Roselands Infants’ School

Name Roselands Infants’ School
Ofsted Inspections
Headteacher Mrs Kyra Siddall-Ward
Address Woodgate Road, Eastbourne, BN22 8PD
Phone Number 01323726764
Phase Academy
Type Academy converter
Age Range 4-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 254
Local Authority East Sussex
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They attend regularly and talk excitedly about their learning to visitors.

There are positive relationships between pupils and staff that are visible throughout the school.

The school has high expectations of pupils' behaviour. Pupils are mostly calm, engaged, polite and respectful.

They open doors for adults and have opportunities to help teachers. This includes acting responsibly in helping to set up the hall for assemblies. Staff ensure pupils are given regular praise and encouragement.

This helps pupils to feel happy and safe.

The school's strong focus on developing pupils' character helps pupils to be i...ndependent. Pupils learn to recognise their feelings and manage their emotions through activities such as storytelling and role play.

Assemblies help pupils learn about the different careers. Consequently, pupils are aspirational for their future, with one pupil stating they 'can be whatever they want to be'.

Pupils hold positions of responsibility in the school, such as being on the school and eco council and being a sports leader.

They keenly describe what they do to help make improvements to the school. For example, the eco-council pupils can confidently explain how they keep the school clean, support the school's recycling and how this 'helps to keep their planet safe'.

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

The school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils.

Teachers make careful adaptations to teaching to support pupils with SEND to help them learn well. As a result, pupils with SEND access the same aspirational curriculum as their peers and achieve well. This curriculum begins in early years.

Thoughtful connections are made between what children study in Reception and what they will learn as they move through the school. In Reception, children enjoy a range of well-planned activities that are carefully designed to support their learning, as well as engage their interests. They can work with increasing independence and can confidently explain their learning to others.

They are proud to show what they have achieved.

There is a clear and consistent approach to reading in place across the school. This strong culture of reading encourages pupils to regularly use the reading areas around the school to share their favourite books.

The school also ensures that children in Reception get the support they need as they start to learn to read. These children learn phonics daily and have regular opportunities to practise reading. Staff have ensured that pupils read books that match the phonics they are learning, helping them to develop their reading fluency.

In many subjects, leaders provide strong leadership and support to staff to help them deliver the curriculum. The school identifies extra training needs quickly. Anyone new to their role receives trust-wide support in developing their leadership skills and expertise.

This is reflected in many subjects, including mathematics. Here, pupils benefit from the subject knowledge and expertise of staff. Pupils use the correct vocabulary and apply their mathematical knowledge to solving problems.

As a result, pupils show confidence and achieve well.

In some subject areas, however, teachers do not always check what pupils' starting points are and what they already know. Some activities that teachers plan, do not always enable pupils to progress with their learning quickly enough.

This also makes it difficult for teachers to identify precisely what pupils know and can do. Pupils, in these subjects, can have gaps in their understanding and are less confident in recalling what they have learned and how it links to what they are learning now. The school has rightly identified this as a priority for improvement and plans are already in place to effectively check what pupils have learned across the whole curriculum.

Everyone understands the behaviour policy. Staff use it consistently so that learning is not disrupted by poor behaviour. Pupils mostly work hard in lessons and are keen and excited to discuss their learning.

Routines across the school are well-established. The school ensures these routines extend to support pupils in maintaining regular attendance by removing any barriers that may exist.

Pupils' personal development is supported through the school's thoughtful and bespoke programme.

This is woven carefully throughout the whole school. Pupils talk confidently about developing respectful and positive relationships. In addition, pupils' talents and interests thrive through various clubs and enrichment opportunities.

This includes enjoying the many activities offered through the 'Outdoor Meadows' club and playing the different sports on offer.

Trust leaders and governors know the school well. They work collaboratively with the school to continue to provide effective support and challenge.

This includes regularly considering staff workload and well-being as improvements continue to be made to the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not always check what pupils know and understand before planning and introducing new learning.

They are not always clear on what gaps pupils have in their understanding. Pupils, therefore, do not always learn as much as they could. The school is aware of this and should continue to monitor their planned improvements for strengthening checks on pupils' learning.

• The curriculum in some subjects is at an earlier stage of development. In these subjects, teachers are not always confident in making adaptations to lesson activities to help pupils build their knowledge and understanding. The school should continue to professionally develop teachers' expertise and subject knowledge as the curriculums in these subjects are implemented.

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