Rose Hill Primary School, located in Ipswich, Suffolk, was inspected on 21 and 22 June 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas of concern identified in the quality of education and leadership and management. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils at Rose Hill Primary feel safe and happy, and they recognize that staff have high expectations for their academic achievements. Despite this positive environment, there are significant gaps in the curriculum that hinder pupils from building on their prior knowledge. This inconsistency in teaching leads to many pupils struggling with reading by the time they transition to secondary school, as they do not receive adequate support to catch up.
The school fosters a positive atmosphere where pupils behave well and enjoy their time with peers. Playtimes are lively, with various activities available, including sports and creative pursuits. Pupils also appreciate the extracurricular clubs and trips organized by teachers, which enhance their school experience. Relationships between pupils and staff are respectful, contributing to a low incidence of bullying.
While the school has strengths, leaders have an overly generous view of the quality of education. The curriculum lacks thorough review and does not consistently ensure that pupils retain knowledge over time. In subjects where the curriculum is better structured, such as mathematics and personal, social, and health education, pupils build effectively on their prior learning. However, this is not the case across all subjects, leading to gaps in knowledge retention.
The reading curriculum, in particular, requires significant improvement. Although leaders emphasize the importance of reading, they have not adequately addressed the needs of pupils who struggle with literacy. As a result, many pupils in key stage one are unable to read proficiently, which affects their ability to engage with the broader curriculum. The phonics instruction provided is not effectively matched to the needs of these pupils, leaving a considerable number unprepared for key stage two.
In the early years, children benefit from a well-planned reading curriculum that introduces phonics early and encourages the application of learned sounds across various learning areas. This strong foundation helps prepare children for future learning. The school also prioritizes pupils' behavior and well-being, with clear expectations that pupils strive to meet.
Leaders have made efforts to support staff and engage with parents, resulting in positive feedback from the community. However, trust leaders have not been rigorous in monitoring the quality of education, relying too heavily on leaders' self-evaluations. This lack of oversight has prevented the identification of weaknesses in educational provision.
The safeguarding arrangements at Rose Hill Primary are effective, with staff trained to recognize signs of potential harm. Pupils are taught age-appropriate ways to stay safe and are encouraged to communicate any concerns they may have.
To improve, the school must implement a curriculum that ensures pupils know and remember more over time, particularly in reading. Leaders need to provide training and support for staff to deliver the curriculum effectively and rigorously check its implementation. Additionally, trustees and governors must establish robust monitoring systems to ensure the quality of education improves for all pupils.
