Roos Church of England Voluntary Controlled Primary School, located in Hull, was inspected on 14 and 15 June 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across various aspects including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school embodies the principles of caring, learning, and shining, which are reflected in the positive attitudes of both pupils and staff. Pupils demonstrate a focused approach to learning and exhibit calm behaviour throughout the school environment. The high expectations set by staff contribute to a respectful and polite atmosphere among students.
Pupils express happiness and a sense of safety at the school, with rare instances of bullying reported. The school maintains effective records regarding bullying, and pupils are confident that their concerns will be addressed promptly by trusted adults. The relationships between staff and pupils are notably positive, fostering a supportive learning environment. Parents and carers have expressed satisfaction with the school, praising the dedication of the staff in helping their children achieve well. However, while the curriculum is broad, some subjects are still in the early stages of development.
The leadership team, including the headteacher and governors, is committed to the well-being and success of every pupil. Teachers focus on ensuring that students excel in reading, writing, and mathematics, with effective leadership emphasizing the importance of these core subjects. The school has implemented a successful reading program, setting high expectations for pupils, who generally meet these standards. Regular assessments help staff identify students who may need additional support, ensuring that nearly all pupils become confident readers. However, older pupils who may struggle with reading lack access to appropriate resources to aid their development.
In the early years, the school prioritizes communication and language skills, fostering curiosity among children. Positive interactions between staff and children are evident, supported by high-quality resources that enhance learning across all areas of the early years curriculum. While children make significant progress, the school has yet to fully develop its wider curriculum plans to build on the foundations laid in early years education.
Learning is strong in several subjects, including design and technology and personal, social, health, and economic education. Teachers collaborate to ensure progressive learning from early years through to Year 6. However, in subjects like science and history, the implementation of new plans is still in its infancy. Leaders are working on detailed plans to clarify the essential knowledge and vocabulary that pupils should acquire.
Pupils with special educational needs and disabilities, as well as disadvantaged pupils, receive adequate support and access the same curriculum as their peers. The school environment promotes good behaviour, with clear expectations and consequences understood by pupils. Staff effectively manage classroom behaviour, ensuring minimal disruption to learning. The introduction of a school dog has positively impacted pupils' well-being.
Pupils engage with various aspects of the wider curriculum, discussing important topics such as equality and safety. The school emphasizes spiritual and moral development based on its Christian ethos, and leaders actively promote early careers education, connecting pupils with local employers to inspire future ambitions. Staff feel valued and supported, contributing to a positive work-life balance. The governing body has a clear understanding of the school's strengths and areas for improvement.
The safeguarding arrangements are effective, with pupils feeling safe and receiving comprehensive education on safety. Staff are trained to recognize signs of potential harm, and leaders collaborate with external agencies to provide necessary support. The school is committed to continuous improvement, particularly in refining its curriculum planning in science and foundation subjects to ensure a cohesive learning experience for all pupils.
