Rood End Primary School, located in Oldbury, West Midlands, underwent an inspection on 28 and 29 June 2022, resulting in an overall effectiveness rating of Requires Improvement. The school has faced challenges since its previous inspection, which rated it as Good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision all received the same Requires Improvement rating.
Pupils generally enjoy attending Rood End Primary School and demonstrate respect for one another. They work and play well together, and staff manage behavior positively, contributing to a calm and orderly environment. Support is provided for pupils who struggle in larger groups through a dedicated program known as The Hub. Although pupils report instances of bullying, they feel safe due to the prompt actions taken by staff to address such issues. Recent improvements have been noted in reading and mathematics, with leaders expressing ambition for pupil achievement. However, changes to the curriculum in certain subjects, such as geography, have not yet had a measurable impact on learning outcomes.
While teachers assess pupils' knowledge, they do not consistently utilize this information effectively when planning subsequent lessons. This sometimes results in pupils receiving work that is either too challenging or too easy, hindering their progress. Attendance remains a significant concern, with many pupils having low attendance rates. Although the pandemic has played a role, a considerable number of pupils continue to miss too much school. Leaders have recently tightened their monitoring of attendance, but it is too early to determine the effectiveness of these measures.
Leaders have been slow to address concerns raised in the previous inspection report, and the curriculum was not ambitious enough until recently. However, they have begun to implement improvements and recognize that further work is necessary. The curriculum is now broad and balanced, with careful sequencing to aid retention of knowledge. For instance, the 'Fluent in Five' mathematics activities help pupils recall previously learned material. Despite this, assessment information is not always effectively used in foundation subjects, leading to insufficient progress for some pupils.
Leaders prioritize reading fluency and have provided training for staff to teach phonics effectively. Support is available for pupils who fall behind, resulting in good progress for children in Reception classes. However, some pupils in Key Stage 1 still struggle to read confidently by the end of the stage due to earlier slow progress.
The school identifies pupils with special educational needs and disabilities promptly, providing strong support for those with significant needs in The Hub. However, others with SEND in mainstream classes may not receive adequate support, leading to varied progress levels. The family support team plays a crucial role in assisting families in need, and pupils appreciate the opportunity to discuss concerns with the school counselor.
Pupils exhibit politeness and good manners, helping one another and taking turns during play. The curriculum includes arts opportunities, but pupils' knowledge of significant artists and thinkers is less developed. Older pupils take on leadership roles, and there is an appreciation for diverse cultures. However, the curriculum has not sufficiently covered important concepts such as democracy.
Governors are now effectively challenging and supporting school leaders, who are attentive to staff well-being. Staff feel supported and take pride in their work at Rood End. Safeguarding arrangements are effective, with staff trained to recognize and report concerns promptly. Pupils learn about safety, including internet safety, and know how to report any worries.
To improve, the school must fully implement the curriculum in foundation subjects and ensure that assessment outcomes inform teaching. Attendance issues need to be addressed to enhance learning opportunities for all pupils.
