Holy Rosary RC Junior Infant and Nursery School in Oldham, Lancashire, was inspected on November 8 and 9, 2022. The overall effectiveness of the school was rated as good, with the quality of education, behavior and attitudes, personal development, and leadership and management also receiving good ratings. However, the early years provision was noted as requiring improvement. This inspection marked a significant step forward from the previous inspection, which had also rated the early years provision as requiring improvement.
Pupils and children in the early years enjoy attending school, benefiting from positive relationships with caring staff that foster a sense of happiness and safety. They feel welcomed and are able to make friends easily. Pupils express confidence in reporting any concerns, including bullying, and trust that staff will address these issues promptly. The school leadership maintains high expectations for behavior and achievement, which pupils strive to meet. By the end of Year 6, most pupils are well-prepared for their next educational stage, although the early years curriculum does not adequately prepare children for the demands of Key Stage 1.
The school offers a robust personal development program, with pupils taking pride in representing their school at various events. They engage in responsibilities such as class councillors and chaplains, learning to positively impact their community through initiatives like fundraising for local charities.
Leaders have developed an ambitious curriculum that caters to all pupils, including those with special educational needs and disabilities. They have identified essential knowledge for pupils to learn and organized this content effectively, which supports long-term retention of information. In many subjects, pupils achieve well, although there are a few areas where curriculum clarity is lacking. In these subjects, teachers may not have a clear understanding of what knowledge to impart or the sequence in which to teach it, leading to gaps in learning for some pupils.
Most subject leaders are well-trained and effectively oversee their curriculum areas, ensuring consistent delivery by teachers. In most subjects, teachers present information clearly and provide opportunities for pupils to revisit and practice prior learning, which helps them apply their knowledge confidently. However, in a couple of subjects, leaders do not adequately monitor curriculum delivery, resulting in a lack of understanding of how well pupils are learning and where knowledge gaps exist. Some teachers also require more guidance to deliver the curriculum effectively, which can hinder pupil achievement.
The early years curriculum needs significant improvement, as leaders are unclear about the essential knowledge and vocabulary children should acquire by the end of Reception. Activities selected by teachers sometimes do not support effective learning, impacting children's development of spoken language and communication skills. Leaders must ensure that the early years curriculum is well-structured and that staff can deliver it effectively.
Reading is prioritized, with staff well-trained in phonics instruction. Children in Reception quickly learn letter sounds, and the reading materials align with their learning. Most pupils become fluent readers by the end of Key Stage 1, and older pupils develop a love for reading, recognizing its importance for broader knowledge.
Leaders are proactive in identifying pupils' additional needs early and work closely with parents and professionals to provide necessary support. Teaching assistants effectively help pupils with special educational needs access the curriculum alongside their peers. Pupils demonstrate awareness of their emotional and physical development, respect for diversity, and an understanding of nutrition and health.
Pupils approach learning with confidence and resilience, exhibiting good behavior that allows for uninterrupted learning. Governors are ambitious for all pupils, supporting and challenging leaders while considering staff workload and well-being. The safeguarding arrangements are effective, with staff trained to recognize and report concerns, ensuring that pupils receive the support they need. Overall, while the school demonstrates many strengths, there are clear areas for improvement, particularly in the early years curriculum and certain subject areas.
