Roberttown Church of England Voluntary Controlled Junior and Infant School, located in Liversedge, West Yorkshire, has recently undergone an inspection on June 25 and 26, 2024. The overall effectiveness of the school has been rated as good, with specific areas such as behaviour and attitudes receiving an outstanding rating. The quality of education, personal development, and leadership and management have all been rated as good. This inspection marks the first routine evaluation since the school was last deemed outstanding in May 2013, prior to the exemption from routine inspections due to its previous high rating.
Pupils at Roberttown School embody the school’s values, demonstrating kindness, politeness, and respect towards one another. They take pride in their work and exhibit exceptional maturity in their behaviour. The school fosters a supportive environment where pupils feel safe and know they can rely on adults for help. The presence of pupil ‘befrienders’ further enhances this supportive atmosphere by addressing minor issues among peers. The school maintains high expectations for all students, including those with special educational needs and disabilities, ensuring they receive appropriate support and develop independence.
The school offers a variety of extracurricular activities, including choir, drama, and martial arts, alongside educational trips that enrich the learning experience. Year 6 pupils participate in a residential trip to Edinburgh, which includes visits to significant landmarks. Leadership roles within the school, such as school councillors and play leaders, help pupils develop a sense of responsibility and involvement in decision-making processes.
Recent changes to the curriculum have been implemented effectively, with a clear focus on the knowledge and skills pupils are expected to acquire. The curriculum is designed to be progressive, allowing pupils to build on their learning over time. Staff are well-equipped to teach the curriculum content, and the early years curriculum is organized to identify and address learning gaps. However, there are instances where certain activities in some subjects do not fully maximize learning opportunities.
Reading is prioritized within the school, with a strong emphasis on phonics instruction from the outset. Teachers are dedicated to ensuring that every pupil learns to read, and the support from families at home is commendable. The continuity of phonics instruction into key stage two helps maintain reading proficiency among older pupils. The school also provides additional reading support for those who require it, including intervention lessons and opportunities with trained volunteers.
In core subjects, pupils generally achieve well, with most meeting expected standards and being well-prepared for the next stage of their education. However, the new curriculum in some foundation subjects has not yet fully embedded, and leaders are aware of the need to monitor pupil progress in these areas.
The early years foundation stage provides a solid start for children, with prompt identification and support for those with SEND. The curriculum is structured to promote vocabulary development and social skills, ensuring children learn to interact positively with their peers.
The personal, social, and health education curriculum is well-developed, equipping pupils with knowledge about online safety and an appreciation for diversity. The school is actively working to enhance its curriculum to include a broader understanding of different cultures and faiths.
Governance is strong, with clear communication between the governing body and school leaders. Governors are well-informed and actively involved in the school’s development.
The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils. The school is committed to continuous improvement, particularly in monitoring the implementation of its curriculum across all subjects to ensure consistent quality in education.
