Rossington St Michael’s CofE Primary School

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About Rossington St Michael’s CofE Primary School

Name Rossington St Michael’s CofE Primary School
Ofsted Inspections
Executive Headteacher Miss Jenny Birks
Address Sheepbridge Lane, Old Rossington, Doncaster, DN11 0EZ
Phone Number 01302868284
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 345
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

The diocese has made a commitment that 'not one child is left behind'. This underpins the quality of education in this school.

Leaders have created 'courageous classrooms' so that no one is afraid to ask a question or make a mistake.

Leaders are whole-heartedly committed to welcoming pupils with special educational needs and/or disabilities (SEND). They do all they can to help every pupil feel safe.

The most troubled pupils are given extra support to help them remain in school.

Pupils almost always behave well in lessons. There is hardly any bullying.

On the rare occasions that this happens, leaders solve the problem quickly. Pupils feel saf...e and happy at school.

Leaders have high expectations for all pupils.

Teachers and teaching assistants are well trained. They know exactly what pupils need to learn in reading and mathematics at each point of the term. Teachers know what pupils should achieve by the end of the year.

Leaders' high expectations are paying off. Pupils achieve well in reading and mathematics in all key stages.

Leaders are still refining the curriculum plans in a few other subjects to match the high standard set in the reading, mathematics, history and music plans.

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

Trustees took swift and decisive action when they sponsored this academy. They appointed an executive headteacher who is a national leader of education. She quickly set about improving all aspects of the school's work.

She succeeded.

Executive leaders within the multi-academy trust have continued to appoint successful and experienced leaders since then. They frequently recruit staff from other schools within the multi-academy trust.

These staff already understand the multi-academy trust's approach to ensuring a good quality of education. Consequently, new leaders have been able to 'hit the ground running'.

Teachers told inspectors that 'morale has never been higher'.

Leaders explain why they are asking staff to complete tasks. Teachers appreciate this. They know that leaders respect their time.

Leaders take account of teachers' workload. They want staff to have a healthy work-life balance.

The nurturing relationships established by staff in the Reception Year have helped children settle quickly into school.

Staff plan activities that help children make progress in lots of areas of learning all at once.

Children learn phonics right from the start. Teachers show children how to form their letters correctly.

Inspectors observed children successfully completing a phonics treasure hunt outside. Children could remember the sounds they have already learned. Children have fun while they are learning through play.

Leaders invested in all the resources that staff need to teach the phonics programme well. Pupils have the phonics knowledge they need when they enter Year 1. Teachers move pupils onto the next stage of their learning at a rapid pace.

Leaders make sure that all pupils keep up. Pupils can read as well as they should for their age.

Teachers check frequently that pupils remember what they have learned in reading and mathematics lessons.

Leaders use external tests to check that teachers' assessments are accurate. Teachers in the Reception Year compare their assessment judgements with other early years teachers in the multi-academy trust.

Teachers have high expectations of pupils with SEND.

All pupils with SEND are taught to read alongside their peers. Leaders know that expert phonics lessons are far too important to miss.

All staff apply the behaviour policy consistently.

Staff effectively manage pupils' behaviour, so it rarely disrupts learning. Staff have received training to help them support pupils with additional social, emotional and mental health needs. All staff have a wide range of skills that develop pupils' confidence and resilience.

One parent said, 'We have watched our son go from a shy little boy who did not want to attend school to a confident individual who can express himself.'

Pupils are well prepared for life in modern Britain. They have a secure understanding of democracy.

Pupils can remember what they have learned about different faith traditions. Pupils enjoy taking part in the Archbishop of York's 'Young Leaders' award. Pupils have found lots of ways to make a positive contribution to their community as part of this award scheme.

In some subjects, for example mathematics, the curriculum is fully implemented. In a few subjects, for example physical education (PE), curriculum plans are not fully developed. The precise knowledge and skills that pupils should learn have not been identified sharply enough.

Sometimes, pupils do not revisit an aspect of PE, such as gymnastics, for over a year. Some pupils cannot remember what they learned so long ago.


The arrangements for safeguarding are effective.

Leaders understand how to identify, help and manage safeguarding concerns. Leaders have put effective arrangements in place to ensure that all staff are able to access regular safeguarding training. All the necessary recruitment checks are made when staff are appointed.

Medical care plans are in place for pupils who need them. There are suitable controls for administering medicine.

Leaders are refining the system they use to monitor minor injuries that happen in school to make this information gathering more efficient.

Pupils know how to keep themselves safe, including when they are working online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The content of some subjects is not as well chosen and sequenced as most. This is particularly so in PE and design and technology.

The plans for these subjects do not support teachers to build pupils' knowledge sequentially. As a result, pupils do not learn these subjects well enough. Leaders need to ensure that the content of all subject plans is well chosen, carefully sequenced and delivered as intended.

• The school's curriculum is not yet sufficiently well planned and sequenced in some subjects. However, it is clear that leaders have already taken action to plan next year's curriculum and to train staff in how to deliver it. For this reason, the transitional arrangements have been applied.

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