Ofsted conducted a short inspection of Rokesly Junior School on 27 March 2019, following its previous judgment of good in June 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, supported by experienced senior leaders and knowledgeable governors, has effectively identified key areas for improvement and has implemented well-organized and attractive learning environments in classrooms. Pupils demonstrate very good attitudes towards learning and behavior throughout the school, successfully addressing previous areas for improvement.
Pupils enter the school with attainment levels at least in line with national averages, with a significant portion having high prior attainment. The school has seen improvements in the progress of disadvantaged pupils, particularly in reading and writing, due to effective use of pupil premium funding. However, attendance remains slightly below average, attributed to families taking holidays during term time. School leaders actively monitor attendance and work with external agencies to support improvement.
Safeguarding practices at the school are robust, with all necessary checks on staff in place. Pupils feel safe, and parents express confidence in the school's safeguarding measures. While some instances of boisterous behavior occur on the playground, they are managed effectively. The school maintains detailed records for pupils leaving during the school year, ensuring vulnerable students are protected and monitored.
The inspection focused on mathematics and the wider curriculum. Although progress in mathematics has not been as strong as in English, the school has prioritized improving pupils' reasoning skills. Observations revealed a well-organized approach to teaching mathematics, with clear explanations from teachers aiding pupil understanding. However, some pupils are not sufficiently challenged to apply their knowledge in more complex tasks. The school has engaged with local mathematics hubs to enhance teaching practices and has introduced daily times-table practice, which is well-received by pupils and parents.
The wider curriculum offers a good breadth of experiences, enriched by projects such as an art collaboration with the Royal Institute of British Architects. Music education is provided by borough music hub teachers, allowing pupils to learn instruments and perform. However, there is a need for better planning to ensure continuity in music education across year groups. French is taught by a specialist teacher, enhancing pupils' language skills and cultural awareness through partnerships with a school in France.
While the school provides a variety of topics in geography and history, there is a lack of clarity in how content is planned to challenge different year groups. Discussions with middle leaders indicated that curriculum subjects are at varying stages of planning, particularly in foundation subjects. Parents generally agree that their children are taught well and make good progress, though some feel that their children could be challenged more.
To enhance the school's effectiveness, leaders and governors should ensure that planning across all subjects clearly outlines how knowledge and skills are developed as pupils progress. Teaching should consistently challenge all pupils to make strong progress, particularly in mathematics. Additionally, efforts should be made to reduce the number of pupils taking holidays during term time. The inspection findings will be shared with relevant stakeholders, and the letter will be published on the Ofsted website.
