Rose Street Primary School, located in Sheerness, Kent, underwent an inspection on November 29 and 30, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
The school is characterized by a friendly atmosphere where both pupils and staff exhibit a strong sense of belonging. Pupils take pride in their school and understand the core values of respect, kindness, honesty, responsibility, happiness, and courage. The behavior of pupils is commendable, with classrooms being calm environments conducive to learning. During social times, pupils engage in various activities and older students enjoy interacting with younger ones. The expectations set by school leaders regarding behavior are well understood, and instances of disruptive behavior are rare. When such behavior occurs, it is addressed promptly, ensuring that pupils feel safe and supported.
Leaders and staff are committed to providing the best for all pupils, particularly in the early years, where children are encouraged to explore their interests and engage with stories. However, the school lacks clear systems to ensure that pupils can learn effectively across all subjects in the curriculum. While pupils are exposed to a broad range of subjects, the school has faced challenges in improving outcomes in reading, writing, and mathematics. Leaders have prioritized these areas in response to previous low outcomes, and pupils receive a solid foundation in reading, supported by well-trained staff who help them apply their phonics knowledge effectively.
Despite the strengths in reading and mathematics, many other subjects are not structured adequately, hindering pupils' ability to acquire knowledge and skills over time. New teachers require additional support to develop their subject expertise, and the curriculum documents provided to teachers are often difficult to follow. Assessment processes are not well established, and subject leaders, many of whom are new to their roles, lack the necessary skills to monitor and improve their subjects effectively.
The school provides effective pastoral support for all pupils, including those with special educational needs and disabilities. Leaders are quick to identify the needs of these pupils and offer appropriate support. However, there is a need to adapt the curriculum in certain subjects to ensure that these pupils can make the best possible progress.
Leaders are dedicated to fostering well-rounded individuals, offering opportunities for pupils to engage with their community, such as visits to a local farm. Through various activities, pupils learn about different cultures and religions, demonstrating respect and understanding for diversity. While staff morale is high, with a strong desire to improve, the roles and responsibilities of senior leaders across the federation are not clearly defined, which affects accountability and the drive for improvement.
The safeguarding arrangements at the school are effective, with a strong emphasis on keeping pupils safe. Staff receive appropriate training, and concerns are addressed promptly. Pupils are educated on safety through the curriculum and various initiatives.
To improve, the school must ensure that the curriculum is well designed across all subjects and that staff possess the necessary expertise to deliver it effectively. Leaders need to enhance their monitoring and evaluation processes to have a greater impact on the quality of education. Additionally, further work is required to develop pupils' vocabulary, comprehension, and writing skills as they progress through the school. Clear definitions of roles and responsibilities for senior leaders are essential to ensure effective governance and accountability for school improvement.
