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Rockwell Green Church of England Primary School

Rockwell Green Church of England Primary School
Brooklands Road
Rockwell Green
Wellington
Somerset
TA219DJ

01823 662317

Headteacher: Mrs Morwenna Dunstan Med (Hons)

Website: www.rockwellgreenprimary.co.uk

School holidays for Rockwell Green Church of England Primary School via Somerset council

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172 pupils aged 4—10y mixed gender
163 pupils capacity: 106% full

80 boys 47%

4a64c45y146y117y148y89y1110y12

90 girls 52%

4a64b54c75y116y127y158y119y1310y10

Last updated: Sept. 25, 2014


Primary — Voluntary Controlled School

URN
123800
Education phase
Primary
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
3186
OSGB coordinates
Easting: 312592, Northing: 120457
GPS coordinates
Latitude: 50.977, Longitude: -3.2464
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 20, 2013
Diocese
Diocese of Bath and Wells
Region › Const. › Ward
South West › Taunton Deane › Wellington Rockwell Green and West
Area
Urban > 10k - less sparse
Free school meals %
19.80

Rooms & flats to rent in Wellington

Schools nearby

  1. 0.5 miles Court Fields Community School TA218SW
  2. 0.5 miles Court Fields School TA218SW (699 pupils)
  3. 0.6 miles Beech Grove Primary School TA218NE (301 pupils)
  4. 0.9 miles Wellington School TA218NT (800 pupils)
  5. 1 mile Wellesley Park Primary School TA219AJ
  6. 1 mile Wellesley Park Primary School TA219AJ (345 pupils)
  7. 1.1 mile St John's Church of England Primary School TA219EJ (168 pupils)
  8. 1.4 mile Sampford Arundel Community Primary School TA219QN (43 pupils)
  9. 1.7 mile Nynehead Church of England Primary School TA210BL
  10. 1.8 mile Langford Budville Church of England Primary School TA210RD (36 pupils)
  11. 2.7 miles Willows TA219LQ (12 pupils)
  12. 2.8 miles Cedar School TA219JN
  13. 3.1 miles West Buckland Community Primary School TA219LD (83 pupils)
  14. 3.2 miles Milverton Community Primary School TA41JP (187 pupils)
  15. 3.4 miles Stawley Primary School TA210HH (50 pupils)
  16. 3.6 miles Oake and Bradford Community Primary School TA41AZ
  17. 3.6 miles Oake, Bradford and Nynehead VC Primary TA41AZ (109 pupils)
  18. 4.1 miles Burlescombe Church of England Primary School EX167JH (50 pupils)
  19. 4.3 miles Culmstock Primary School EX153JP (114 pupils)
  20. 4.3 miles Webber's Church of England Primary School TA210PE (76 pupils)
  21. 4.5 miles Hemyock Primary School EX153RY
  22. 4.5 miles Hemyock Primary School EX153RY (173 pupils)
  23. 4.9 miles Cotford St Luke Primary School TA41HZ (297 pupils)
  24. 5.1 miles Kingsmead Community School TA42NE

List of schools in Wellington

Ofsted report transcript

School report

Rockwell Green Church of

England Primary School

Brooklands Road, Wellington, TA21 9DJ.

Inspection dates 20-21 February 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils achieve well because the supportive
The teaching of phonics (linking sounds with
The strong links that have been developed
leadership of the headteacher has built a
strong team who work together to help pupils
make good progress.
letters) has helped to improve pupils’ reading
and writing skills. It has also helped some
pupils to be better at problem-solving in
mathematics.
between the pre-school and the school, along
with the positive leadership of the Early Years
Foundation Stage, has helped children to
settle into the school well and make good
progress.
Disabled pupils and those with special
Teaching is good because all the staff are
The pupils behave well and feel safe in the
educational needs are supported well by giving
them work that is planned at the right level.
The school has also ensured that there are
several trained adults in each class to help
these pupils make good progress.
given opportunities to be trained to develop
their skills. The school also makes sure that
teachers support one another so that there is a
sharing of good teaching skills.
school.
There are not enough opportunities for pupils
The marking of mathematics’ work is not as
to work independently and make outstanding
progress.
good as it is for writing.
Staff with responsibilities for subjects do not
make a full contribution to school improvement
because they are not involved enough in
checking teaching and learning in their
subjects.
Inspection report: Rockwell Green Church of England Primary School, 20–21 February 2013 2 of 9

Information about this inspection

  • The inspectors observed teaching in all classes and observed some of the intervention work. In
    total they visited 13 lessons and carried out a learning walk. Joint observations were carried out
    with the headteacher and deputy headteacher. Some pupils were heard reading. Pupils’ work
    was also scrutinised.
  • Inspectors had discussions with the Headteacher, senior and middle leaders, teachers, teaching
    assistants, representatives of the governing body, pupils, and a representative from the local
    authority.
  • Inspectors looked at a range of documentary evidence, including pupil progress data and
    documents relating to safeguarding, monitoring and special educational needs.
  • Inspectors took account of the 29 responses to Ofsted’s Parent View on-line survey. They also
    took into account the views of parents that they spoke to during the inspection

Inspection team

Huw Evans, Lead inspector Additional Inspector
Linda Rowley Additional Inspector
Inspection report: Rockwell Green Church of England Primary School, 20–21 February 2013 3 of 9

Full report

Information about this school

  • The school is a below average-sized primary school where most pupils are from White British
    backgrounds.
  • The proportion of pupils who are known to be eligible for free school meals and for whom the
    school receives additional income (pupil premium) is above average and has also increased since
    the previous inspection.
  • The school has an above average proportion of disabled pupils and those with special
    educational needs than usual, including pupils supported through school action, school action
    plus or with a statement of special educational needs.
  • A higher proportion of pupils than in most schools enter or leave the school roll at other than the
    usual times.
  • The school meets the government’s floor standards, which sets the minimum expectations for
    pupils’ attainment and progress.
  • The school does not use any alternative provision (lessons that take place regularly away from
    the school site).
  • A pre-school facility is part of the school site, run by other providers. It was not part of this
    inspection.
  • The school belongs to Wellington Cluster of Schools, a group of local primary schools, a
    Children’s Centre and the high school.

What does the school need to do to improve further?

  • Improve the consistency of teaching so that more is outstanding and more pupils make
    outstanding progress by:
    making sure that pupils have more opportunity to work independently in all lessons
    ensure that the marking in mathematics clearly tells pupils how they can improve their work.
  • Improve the leadership of teaching and learning by enabling all staff with subject responsibilities
    to make a fuller contribution to checking the progress of pupils.
Inspection report: Rockwell Green Church of England Primary School, 20–21 February 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • By the time they leave the school in Years 6, pupils have achieved well, often from low starting
    points when they enter the school.
  • Children start school in the Early Years Foundation Stage with their skills in language and
    communication often well below those usually found. They make good progress during their first
    year because the adults working with them help them improve their speaking and listening skills,
    but some are still below average at the end of the year.
  • The pupils achieve well in their phonics test in Year 1. This is because of the focused support the
    pupils receive to develop their communication skills. This success is built on and all pupils
    achieved the expected level in reading at the end of Year 6 for the last two years with over half
    exceeding this level last year.
  • Improvements have been made in how well the children achieve at the end of Year 2 in reading,
    writing and mathematics, with last year’s overall results being better than at the previous
    inspection, and the best in recent years. This is because teaching is better and the focus on the
    teaching of phonics has helped pupils with their reading and writing skills.
  • The proportion of pupils making higher rates of progress than average by the end of Year 6 is
    above average in both English and mathematics. This is reflected in the pupils’ books and is the
    result of the good quality of teaching.
  • Pupils for whom the school receives pupil premium funding achieve as well as others in the
    school and are a year ahead of similar children nationally in their reading.
  • Pupils who have disabilities and special educational needs progress well because of well-planned
    interventions and careful checking of their learning.
  • The good progress evident across the school confirms that all pupils are provided with equal
    opportunities to learn, and there is no discrimination.
The quality of teaching is good
  • Teaching is typically good or better throughout the school. The teaching of phonics has been a
    particular strength, and through this structured support pupils are making good progress from
    their starting points. Building on this the teaching of reading is good. Teaching encourages
    pupils to enjoy reading and be actively engaged in the selecting of books for their classrooms.
    The library is used regularly and the pupils have a range of favourite authors. Homework is used
    well to support pupils who need extra reading. Parents and pupils are aware of the key areas the
    pupils need to work on.
  • Teaching is well planned so that different groups have work that is generally well matched to
    their needs and interests and as a result they are engaged in their learning. Pupils have more
    limited opportunities to work independently individually or in their groups.
  • Teachers use questions well in lessons to help them to understand how well the pupils are
    learning and also to encourage the pupils to think more deeply. This provides a level of
    challenge, which helps the pupils to make good progress. Teaching assistants are used well to
    support the pupils in intervention work to achieve well.
  • The quality of marking has improved, especially in literacy. Pupils are given useful comments on
    how well they are doing and what they can do to improve their work. They are often encouraged
    to mark their own work and to comment on their learning. Sometimes they mark each other’s
    work using the targets they have been given. The quality of marking is less effective in
    mathematics, where written guidance as to how pupils might improve their work is less
    frequently given. .
  • The teacher and other adults in the Early Years Foundation Stage are skilful at supporting pupils
    in improving their speaking and listening skills through planning interesting activities to
    encourage the pupils to talk. The adults also act as very good role models by enthusiastically
    joining in with activities and encouraging all pupils to fully participate.
Inspection report: Rockwell Green Church of England Primary School, 20–21 February 2013 5 of 9
  • The teachers are planning more opportunities to develop writing across the curriculum, which is
    helping the children to improve their writing and reading skills. It also helps them to see the
    purpose for writing. For example, one class were designing vehicles and creating a booklet to
    describe what they were doing, another class were writing menus from their World War 2 ration
    book.
  • Good relationships between adults and pupils help the lessons to run smoothly and enable the
    pupils to feel confident about answering questions and having a go in a very positive ethos.
The behaviour and safety of pupils are good
  • Behaviour throughout the school is typically good and there is a strong caring and supportive
    ethos. Pupils are well mannered and are polite. They interact well with adults, and with each
    other and they help each other in the classroom and out in the playground.
  • In the classroom pupils’ behaviour is generally good. Pupils respond well to the focus on ‘Golden
    Time’ and the selection of pupils for ‘Gold’ awards for good behaviour. They feel this helps them
    all to behave well.
  • Pupils feel safe in school and can explain why. They feel confident that the staff would sort out
    any problems. Parents agree with most reporting that they feel their children are safe and well
    looked after.
  • Pupils say that bullying is rare and that there is very little name-calling. Boys and girls were seen
    playing together well and are both represented in the football team and attend the tag rugby
    after school club.
  • Pupils are proud of their school and like to help others in the community. They enjoy the regular
    visits to the elderly and are actively involved in raising funds for local and national charities.
  • Attendance dipped recently due to the seasonal weather and sickness but the children normally
    attend regularly. One parent, typical of others, said, ‘My children can’t wait to get to school.’
The leadership and management are good
  • Leaders and managers have built up a strong team who all share the vision, which has led to a
    caring, supportive school where all pupils achieve well.
  • The work of teachers and teaching assistants is checked thoroughly by the school’s leaders and
    staff are given a range of opportunities to develop their skills through additional training.
  • Senior leaders know their school well and know what needs to be improved. They know for
    example, that some of the pupils need support in developing skills in speaking and listening and
    have improved the style of teaching to help these pupils achieve better.
  • Subject leaders are at various stages of development. Because of this, they make only a limited
    contribution to checking the effectiveness of the work in their areas of responsibility.
  • Strong leadership in the Early Years Foundation Stage has enhanced the transition between the
    preschool and the school. These help children settle in well. The smooth transition extends
    through the school.
  • Pupils for whom the school receives pupil premium funding are well supported. The money goes
    on extra support that helps them make the same progress as their classmates.
  • The school has developed stronger links between subjects to give pupils more to write about.
    For example, pupils in Year 2 were carrying out research on guinea pigs to write an information
    book for the younger pupils.
  • Pupils’ spiritual, moral, social and cultural development is promoted well through the personal
    education programme. A lesson on stereotypes challenged pupils to think about the roles of boys
    and girls.
Inspection report: Rockwell Green Church of England Primary School, 20–21 February 2013 6 of 9
  • The school has established very good links with the local churches and church leaders regularly
    lead daily worship at school. The books chosen by teachers to share with the class help to
    develop an understanding of other cultures.
  • Work in partnership with the Wellington Cluster of Schools includes working closely with the
    Children’s Centre to developing whole family support of benefit to pupils.
  • Parents are given good opportunities to find out more about how their children learn through
    events such as a phonics evening. Events for families are very well attended.
  • The local authority keep an eye on the school but provide no direct support, reflecting their level
    of confidence in the school.
  • The governance of the school:

Governors understand the challenges the school faces and the range of needs the pupils in the

school have. They regularly visit the school and link to the areas the school has identified to
improve, which means that they gain information about the school helping them to challenge
the leadership. The governing body oversees the spending of pupil premium money and
receive updates from staff on the progress pupils make. They manage the budget well so that
the school has, for example, been able to employ additional adults to support the
interventions that some of the pupils need for them to achieve well. Through their
understanding of the data provided by the school, they know how the school is doing in
comparison with others. Governors are not complacent and constantly adapt the monitoring
visits to ensure robustness in challenging the school to continue to improve pupils’
achievement. They, along with the headteacher, oversee the performance management of all
staff, understand the quality of teaching and are aware of the links between how well staff
perform and whether they move up the salary scale. The governing body ensures that all

statutory requirements are met regarding safeguarding.

Inspection report: Rockwell Green Church of England Primary School, 20–21 February 2013 7 of 9

What inspection judgements mean

School

Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
improvement
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: Rockwell Green Church of England Primary School, 20–21 February 2013 8 of 9

School details

Unique reference number 123800
Local authority Somerset
Inspection number 403542

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary Controlled
Age range of pupils 4-11
Gender of pupils Mixed
Number of pupils on the school roll 164
Appropriate authority The governing body
Chair Samantha Rylatt
Headteacher Peter Williamson
Date of previous school inspection 18 June 2008
Telephone number 01823 661246
Fax number 01823 661246
Email address office@rockwellgreen.somerset.sch.uk

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