Rawmarsh Rosehill Junior School, located in Rotherham, South Yorkshire, has been inspected recently, and the overall judgment remains good. However, the evidence suggests that if a graded inspection were conducted now, the grade might not be as high. The next inspection will be a graded one. Pupils at the school enjoy their learning experiences, demonstrating politeness and eagerness to discuss their interests. Attendance is regular, and students are engaged and well-behaved during lessons. They take pride in representing their school through various leadership roles, such as student councillors and eco champions.
The school fosters a generally kind environment, with rare instances of bullying. Pupils feel confident that staff will support them if they encounter problems. A variety of after-school clubs are available, which pupils enjoy attending. The school is ambitious for its students, encouraging hard work and providing a broad curriculum that covers essential concepts. However, some pupils with special educational needs and disabilities do not receive adequate support for effective learning, leading to lower expectations for their achievements and slower progress.
The curriculum is ambitious and broad, reflecting the school’s values of aspiration, resilience, respect, independence, voice, and empathy. Despite this, not all pupils benefit equally, particularly those with special educational needs. Subject leaders have developed curriculum plans that outline the sequence of learning, ensuring that knowledge and skills build progressively. For instance, Year 5 pupils learn about the significance of water settlements in Ancient Greek civilization, building on their previous studies of the Indus Valley civilization.
Reading is prioritized, with staff receiving extensive training to teach pupils effectively. A carefully sequenced phonics program begins in Year 3, allowing pupils to progress at their own pace. Those needing additional reading support are quickly identified and well-supported. The selection of books and stories used in teaching is thoughtfully considered, exposing pupils to a variety of texts and fostering a love for reading.
However, the curriculum is not always adapted sufficiently for pupils with special educational needs, and the tasks assigned do not always facilitate their learning of essential knowledge. While pupils generally behave well in lessons, their behavior during social times does not consistently meet the school's high expectations. Support is provided for those needing extra guidance to make appropriate choices.
The school has developed a personal development curriculum that helps pupils become well-rounded citizens, teaching them about relationships and health. Pupils understand fundamental British values, such as democracy and tolerance, in relation to the school’s values. The school collaborates effectively with the local community, and many parents hold a positive view of the school. However, some parents express concerns about inconsistent communication and feel their worries are not adequately addressed. The school acknowledges the need to improve relationships with parents.
Governors share the leadership's commitment to providing the best education possible but require more accurate and detailed information to hold the school accountable effectively. The arrangements for safeguarding are effective, with staff trained to ensure pupil safety. However, the school’s records do not consistently reflect actions taken regarding attendance, behavior, and safeguarding, hindering the ability to analyze patterns of concern. Leaders recognize this issue and are working to improve the accuracy and timeliness of information shared with governors and the local authority. Overall, while the school demonstrates strengths in various areas, there are clear areas for improvement, particularly regarding support for pupils with special educational needs and communication with parents.
