An Ofsted inspector said that a primary school near Bristol has “made progress” to improve but that it remains ‘Inadequate’ and in special measures. Roundhill Primary School, on Mount Hill in Bath, was subject to a monitoring visit on November 27 and 28.
The primary school was inspected in June 2023 where the educational provider was found to be ‘Inadequate’, the lowest rating that can be given to a school by Ofsted. It had a monitoring visit in June 2024 where it remained at an ‘Inadequate’ standard despite some progress being made before its most recent visit.
The monitoring visit is not a graded inspection which judges the school in the key judgments, but rather to identify and report on the school’s progress since the last graded inspection. Due to the difference in the Ofsted inspection type, a report (like ones issued in graded and ungraded inspections) is not published.
Instead, a letter is sent to the headteacher of the school, Kirby Littlewood, which is then published online. It was written by His Majesty’s Inspector, Jason Edge.
The letter’s main finding was: “Leaders have made progress to improve the school, but more work is necessary for the school to no longer be judged as requiring special measures. His Majesty’s Chief Inspector strongly recommends that the school does not seek to appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.”
The letter noted that since the previous monitoring visit in June, several staff had left the school and some other staff on long-term absences. The school has been using agency staff to cover the roles but a small number of roles remains unfulfilled.
The letter said: “In September 2024, several new teachers joined the school and some of these staff also have leadership responsibilities. Provisional 2024 results for the phonics screening check and key stage two national tests were very weak. This reflects the long-term issues with staffing, as well as the curriculum and its implementation.
“The school is starting to experience some of the benefits of a more settled, permanent teaching team. A broad curriculum is in place and is being implemented with greater cohesion. Teachers have increased expectations of what pupils can do, this is particularly the case for older pupils.
“The school has ensured there are agreed approaches to lesson structures so that teachers know how best to implement the curriculum. Teachers follow these closely. Consequently, the curriculum is now typically implemented in the way the school expects.”
Pupils are taught English better than in the past, due to teachers having secure subject knowledge when teaching phonics and regular checks on pupils’ knowledge. However, in some sessions, some pupils are given tasks which do not help them to learn well. In writing, pupils write more frequently and at length and handwriting has improved.
But the long-term “inadequacies” with the curriculum has impacted pupils’ knowledge with gaps still present in their understanding. Whilst the school has begun to address this, some staff do not take into account well enough the gaps in knowledge nor build on previous learning well enough.
The provision for pupils with special educational needs and/or disabilities (SEND) is still in the early stages of improvement. Some pupils do not get their needs identified early enough and do not get the support they require, which is particularly the case for those with the most complex SEND needs.
The letter said: “The school has increased its expectations for pupils’ behaviour. Most pupils’ conduct in lessons is positive, however, a few pupils have struggled to adapt to the changes. Consequently, suspensions have risen.
“Additionally, the school has created a ‘nurture base’ provision to support a small number of pupils socially and emotionally. However, the provision needs further refinement. The school has not considered well enough how pupils will learn the academic curriculum during their time in this provision.”
The trust (Partnership Trust) provides effective support to the school and is aware that further staffing at all levels need to be provided in order for improvements to be sustained. It carries out checks on the school’s progress and has identified which areas need further and urgent work, focusing on SEND.