Rosebank Primary School in Leeds, West Yorkshire, received a positive inspection report, highlighting its overall effectiveness as good across various areas including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The inspection took place on December 13 and 14, 2022, and the school has maintained its good rating since the previous inspection in September 2017.
Pupils at Rosebank Primary School express enjoyment in attending school and feel safe within its environment. The school’s motto, which emphasizes friendship and collective success, resonates with the students, fostering positive attitudes and behaviours. The curriculum is designed to be rewarding and engaging, with pupils taking pride in earning badges through initiatives aimed at developing them into world citizens, healthy advocates, respectful communicators, and resilient individuals.
Leadership at the school actively promotes opportunities for pupils to develop their leadership skills. Students with additional responsibilities, such as diversity champions, demonstrate passion for their roles and understand their contributions to the school community. The school offers a variety of extracurricular activities, including participation in a Shakespeare festival where Year 6 pupils performed Twelfth Night.
The school environment is characterized by respect among pupils, with rare incidents of bullying. When such incidents do occur, pupils are confident that staff will address them promptly. Early years children receive a strong start to their educational journey, supported by warm and positive relationships with adults, which help them feel safe and confident. Parental involvement is encouraged and valued, contributing to a strong school community.
Leaders have carefully considered the curriculum and the needs of mixed-aged classes, ensuring that pupils acquire the necessary knowledge and skills over time. Regular quality assurance of academic experiences is conducted, although it is noted that this is not consistently applied across all subjects. Reading is a priority, with phonics instruction beginning in Reception, allowing children to develop strong foundational skills. Reading materials are well-matched to pupils' abilities, and those needing extra support are quickly identified and assisted.
In subjects like art and design, teachers effectively explain and demonstrate learning, enabling pupils to recall previously studied concepts. The structured approach to teaching mathematics allows pupils to build knowledge progressively, although assessment practices could be improved to better support those who are struggling.
The school has effective systems for identifying pupils with special educational needs and disabilities, providing targeted support through a dedicated hub. However, there are inconsistencies in how adaptations are made for lower-attaining pupils and those with SEND in some subjects.
Behaviour management is a strength, with high expectations set by staff, leading to respectful interactions among pupils. The curriculum also supports personal development, equipping pupils with knowledge to become responsible citizens. Staff report feeling supported by leadership, appreciating the consideration given to their workload and well-being.
The safeguarding arrangements are effective, with regular training ensuring staff are vigilant regarding potential risks. Leaders are proactive in addressing concerns and ensuring that children and families receive necessary support.
To improve, the school should focus on refining assessment practices in mathematics to better address the needs of lower-attaining pupils and ensure that all students can access the curriculum effectively. Regular checks on the quality of teaching across subjects will also help maintain high standards and consistency in pupil learning experiences.
