Rowley Hall Primary School, located in Sandwell, West Midlands, has undergone an inspection that highlights both strengths and areas for improvement. The overall effectiveness of the school is rated as requiring improvement, with specific aspects of the educational experience also falling into this category. However, the school demonstrates good behavior and attitudes among pupils, as well as good personal development and early years provision.
Pupils express enjoyment in attending school, appreciating the positive relationships they share with one another. They exhibit an inclusive attitude, with older students showing kindness towards younger peers. The atmosphere within the school is calm and orderly, reflecting pupils' understanding of behavioral expectations. They are quick to settle into learning activities and engage attentively in lessons, although inconsistencies in the quality of education mean that many do not reach their full potential.
The school emphasizes the importance of pupils understanding their rights and responsibilities, fostering a culture of trust and warmth between staff and students. Pupils feel heard and valued, contributing their ideas through the school council and other committees. They also appreciate the variety of clubs and activities available, which enhance their school experience and promote their social and cultural development.
Significant improvements have been made since the last inspection, particularly in early years provision, where children learn to manage themselves and their belongings effectively. The focus on reading is evident, with a consistent phonics scheme that supports the majority of pupils in becoming confident readers by the end of key stage one. The curriculum is broad and sequenced to build knowledge over time, with a shared emphasis on vocabulary development.
Despite these strengths, the implementation of the curriculum requires further enhancement. There is notable variation in teaching quality, with some staff lacking the necessary subject knowledge to deliver the curriculum effectively. This inconsistency affects pupils' learning experiences, leading to gaps in knowledge and skills. Consequently, many pupils do not achieve well in end-of-key-stage assessments, particularly disadvantaged students.
Pastoral support is a strong aspect of the school, with staff understanding the needs of their pupils and providing necessary support for vulnerable students. Positive relationships contribute to good behavior, and attendance has improved, although it still falls short of national averages. Leadership changes have occurred since the previous inspection, and while leaders are dedicated to improvement, a lack of cohesive vision and consistent approaches hampers progress.
The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. However, the school must address the inconsistency in curriculum delivery and adapt learning to meet the diverse needs of all students. A strategic approach to improving attendance is also necessary to ensure that all pupils benefit from the educational opportunities available.
In summary, Rowley Hall Primary School has made commendable strides in certain areas, particularly in fostering a positive school culture and enhancing early years provision. However, challenges remain in curriculum implementation and ensuring that all pupils achieve their potential. The leadership team must work towards greater cohesion and clarity in their improvement strategies to facilitate rapid progress and better outcomes for all students.
