Rothwell Junior School, located in Kettering, Northamptonshire, underwent an inspection on September 24 and 25, 2024. The inspection revealed significant concerns regarding the quality of education, which was rated as inadequate. The school's leadership and management were also deemed inadequate, marking a stark decline from its previous inspection grade of good. The headteacher, Maria Barker, leads the school, which is part of the Pathfinder Schools Trust, overseen by interim CEO Stephen Mitchell and a board of trustees chaired by Joanne Woods.
The report highlighted that pupils at Rothwell Junior School do not receive an acceptable standard of education, with a weak curriculum that fails to prepare them adequately for the next stages of their education. Support for pupils with special educational needs and disabilities is insufficient, and the school has not made adequate efforts to address these shortcomings. While pupils feel safe and appreciate the close-knit community atmosphere, their engagement in learning is lacking. Many students struggle to concentrate and often rely too heavily on adult assistance, particularly in subjects where their needs are not being met.
The school has not effectively tackled the weaknesses in educational quality, as evidenced by low attainment levels in reading, writing, and mathematics at the end of key stage two in 2023. Changes made to the curriculum have not resulted in the necessary improvements, leading to underachievement across the school. Expectations for pupils with special educational needs are low, and staff do not adequately meet their needs in lessons. The mathematics curriculum for these pupils is particularly unambitious, often separating them from their peers and providing a narrow educational experience.
While most staff implement the phonics scheme effectively, some reading materials provided to early readers are too challenging, hindering their development as confident and fluent readers. The reading curriculum lacks clarity, and pupils do not engage with a sufficiently diverse range of texts, resulting in inadequate reading skills. Furthermore, the curriculum design does not facilitate effective learning progression, with some subjects overloaded with content while others lack essential knowledge breakdown.
Attendance rates, although below average, are improving, with the school closely monitoring absences and intervening when necessary. Pupils understand the importance of a balanced diet and regular exercise, but the personal development curriculum does not adequately prepare them for life in modern Britain. Their understanding of fundamental British values and diversity is insufficient, and religious education does not provide a comprehensive knowledge of world faiths.
The inspection noted that recent turbulence within the school has affected leadership and governance, with some staff feeling their views are not considered. This instability has hindered the effectiveness of actions taken to address weaknesses in the school. The safeguarding arrangements are effective, ensuring pupil safety.
To improve, the school must raise expectations for pupils with special educational needs, ensure consistent implementation of the phonics program, clarify the reading curriculum, and better structure the overall curriculum. Additionally, the school needs to enhance its behavior management strategies and promote a deeper understanding of equality and diversity among pupils. Overall, the school must work collaboratively with staff and governance to implement swift and sustained improvements to provide a high-quality education for all pupils.
