School etc

Rose Wood Primary School Closed - academy converter Dec. 31, 2013

see new Rose Wood Primary School

Rose Wood Primary School
The Garth
Coulby Farm Way
Coulby Newham

phone: 01642 *** ***

headteacher: Mrs Lesley Sinclair Bed Ma


school holidays: via Middlesbrough council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Dec. 31, 2013
Reason closed
Academy Converter
OSGB coordinates
Easting: 450795, Northing: 513668
GPS coordinates
Latitude: 54.516, Longitude: -1.2169
Accepting pupils
3—11 years old
Ofsted last inspection
Feb. 8, 2012
Region › Const. › Ward
North East › Middlesbrough South and East Cleveland › Coulby Newham
Urban > 10k - less sparse

rooms to rent in Middlesbrough

Schools nearby

  1. Rose Wood Primary School TS80UG (366 pupils)
  2. 0.6 miles St Augustine's RC Primary School TS80TE (245 pupils)
  3. 0.6 miles Coulby Newham School TS80RJ
  4. 0.6 miles The King's Academy TS80GA (1153 pupils)
  5. 0.9 miles Sunnyside Primary School TS80RJ
  6. 0.9 miles St Gerard's RC Primary School TS89HU (168 pupils)
  7. 0.9 miles Sunnyside Academy TS80RJ (363 pupils)
  8. 1 mile Lingfield Primary School TS78LP (258 pupils)
  9. 1 mile Viewley Hill Primary School TS89HL
  10. 1 mile Viewley Hill Junior School TS89HL
  11. 1 mile Viewley Hill Infant School TS89HL
  12. 1 mile Viewley Hill Academy TS89HL (236 pupils)
  13. 1.1 mile Holme Farm School TS89DF
  14. 1.3 mile Captain Cook Junior School TS78DU
  15. 1.3 mile Captain Cook Infant School TS78DU
  16. 1.3 mile Marton Manor Primary School TS78RH (232 pupils)
  17. 1.3 mile Captain Cook Primary School TS78DU (425 pupils)
  18. 1.4 mile Hemlington Hall Junior School TS89DA
  19. 1.4 mile Hemlington Hall Infant School TS89DA
  20. 1.5 mile Hemlington Hall Primary School TS89SJ
  21. 1.5 mile Hemlington Hall Primary School TS89SJ (381 pupils)
  22. 1.6 mile St Bernadette's RC Primary School TS70PZ (225 pupils)
  23. 1.6 mile Holmwood School TS43PT (72 pupils)
  24. 1.6 mile Sunningdale School TS43PT

List of schools in Middlesbrough

Rose Wood Primary School

Inspection report

Age group 3–11
Inspection date(s) 8–9 February 2012
Inspection number 378333
Unique Reference Number 111657
Local authority Middlesbrough
Inspect ion number 378333
Inspect ion dates 8–9 February 2012
Lead inspector John Paddick

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 341
Appropriate authority The governing body
Chair Nicola Russell
Headteacher Lesley Sinclair
Date of previous school inspection 1 February 2007
School address The Garth
Coulby Farm Way
Coulby Newham
Telephone number 01642 595353
Fax number 01642 598720
Email address lesley_ reveal email: sinc…


Inspection team
This inspection was carried out with two days' notice. The inspectors observed 22
lessons taught by 14 teachers and three trained assistants. Two of these were joint
observations with the headteacher. Inspectors held meetings with the Chair of the
Governing Body, the headteacher, senior staff, and groups of pupils in Years 4 and 6.

John Paddick
Derek Sleightholme
Additional inspector
Additional inspector
Philip Scott
Additional inspector

They observed the school’s work and looked at a number of documents, including

the school development plan, safeguarding policies, and the school’s analysis of

pupils’ progress. They analysed 134 questionnaires from parents and carers, and

others completed by staff and pupils. There were no available responses to the on-
line questionnaire (Parent View) when the inspection was planned.

Information about the school

Rose Wood is larger than the average-sized primary school. Pupils are predominately
of White British heritage. Few pupils are from minority ethnic groups or speak
English as an additional language. The proportion of pupils who are disabled or who
have special educational needs is broadly average as is the proportion of pupils
known to be eligible for free school meals. The school has met government floor
standards which set minimum expectations for attainment and progress. There is a
breakfast-club and an after-school club which are not managed by the governing
body and are inspected and reported on separately.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall Effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 2
Leadership and management 2

Key Findings

  • Rose Wood Primary School provides its pupils with a good quality of education.
    Attainment is rising rapidly in response to teachers’ high expectations of pupils,
    excellent tracking of progress and good teaching. Achievement is good because
    children typically join the school in Nursery with stages of development that are
    below those expected for their ages and make good progress to reach at least
    average standards by Year 6. Currently in Year 6, pupils’ attainment is above
    average in reading writing and mathematics. However, pupils in Years 5 and 6
    do not always present their written and diagrammatic work in mathematics to a
    high enough standard.
  • Good teaching enables most pupils in all year groups to make good progress.
    The school’s sophisticated assessment system soon picks up on any pupils who
    are not reaching their potential and triggers extra help to get them on track
    again. Teachers manage their classes well and usually interest their pupils
    through the use of a wide variety of approaches and the maintenance of good
    pace. Most teaching is good and sometimes outstanding. Occasionally, it dips to
    satisfactory when the pace of learning slows compared to that of the good
  • Pupils generally behave well and they say that they enjoy school. They have
    positive attitudes to learning and work hard. The excellent care, guidance and
    support that the school provides for pupils enable them to thrive and grow in
    confidence. Typically, pupils cooperate well with teachers and their assistants
    both in class and when moving around school.
  • The headteacher, senior staff and governing body monitor the school’s work
    closely and provide exceptionally clear educational direction. They have a
    relentless and effective focus on the quality of education that the school
    provides and the progress that pupils are making.

What does the school need to do to improve further?

  • Raise the quality of the small amount of satisfactory teaching to good by
    planning to use a wider variety of classroom approaches and increasing pace.
  • In Years 5 and 6, improve the presentation of pupils’ mathematical work by
    insisting that they produce neat diagrams and include sufficient working out to
    show how they have arrived at numerical answers to questions and problems.

Main Report

Achievement of pupils

Pupils have positive attitudes to learning and enjoy lessons. They work hard and are
eager to give of their best. They participate readily in all activities and work well in
pairs and groups. Relationships between pupils and adults are strong with the result
that pupils grow in confidence and are not reluctant to seek help when they find
work difficult.
Most parents and carers are very pleased with the amount of progress that their
children are making. Children make good progress in the Early Years Foundation
Stage, especially in relation to their personal development, language and

communication skills and reading. Children’s current attainment in Reception is

broadly average. This represents good achievement considering that children join the
Early Years Foundation Stage with skills that are generally below age-related
expectations. In 2011, attainment by the end of Year 2 was average overall, but
showed that pupils had reached above average standards in reading. Inspection
evidence from classroom observation and a scrutiny of pupils’ work show that current
standards in Year 2 are similar and good rates of progress have been maintained.
National test results in Year 6 rose sharply in 2011 after a dip in 2010 caused largely
by around a third of the cohort arriving from other schools between Years 4 and 6.
The 2011 results showed that the progress pupils made in Key Stage 2 was above
the national average. The school has maintained the upward trend because current
attainment in Year 6 is above average. Pupils have made good progress since their
average attainment in Year 2 to reach above average standards in reading, writing
and mathematics. Most pupils read a wide variety of texts fluently with expression
and good comprehension. The large majority of weaker readers is close to average
standards. In mathematics, more pupils than normal for this age are fully confident
in using fractions, decimals and percentages during problem-solving and a few are
making excellent progress with quite challenging algebra.
As a result of well tailored intervention programmes and individual support, pupils
who are disabled or have special educational needs also make good progress. The
same applies to all other groups in the school such as girls and boys and pupils who
are known to be eligible for free school meals. The almost universal good and
sometimes outstanding progress that pupils make results from the good teaching
that they receive and the careful watch that members of staff keep on them. The
school provides bespoke and effective packages of extra help to any pupils who are
found to be falling short of the challenging targets that the school sets for them.

Quality of teaching

Parents and carers believe that teaching at Rose Wood is good. Inspection evidence
supports this positive view. The well designed curriculum sets challenging targets for
what pupils are to achieve in reading, writing and mathematics and ensures that they
all receive lessons which are pitched at the right level. If pupils fall behind and need
extra help, the school always provides support, often on a one-to-one basis.
Teachers plan well so that pupils develop and consolidate their basic skills, including
the use of information and communication technology (ICT), in a wide range of
subjects and contexts. At the same time teaching ensures that planning caters

effectively for pupils’ spiritual, moral, social and cultural development.

Teachers have high expectations of pupils and manage their classes well. This means
that an atmosphere of calm and industry pervades the school during lessons.
Teachers plan their lessons well and match the work closely to the needs and stages
of development for all the pupils in their classes. Often this means that skilled
teaching assistants work with smaller groups of slower-moving pupils to provide
effective extra support and individual help. For example, in one of these groups
observed during the inspection, a group of five pupils from Year 2 were making very
good progress with a higher level teaching assistant in learning to count in twos.
Pupils themselves confirm that they really value their lessons and enjoy them
because they know that they are progressing well. They say that members of staff
often make learning fun and very enjoyable.
Most teaching incorporates a wide variety of approaches and resources which fully

engage pupils’ interest and move their learning on quickly. Usually, lessons proceed

at a good pace with teachers skilfully questioning pupils to ensure that they

understand new concepts before they move on. Another good feature is the way that
teachers and their assistants provide pupils with sufficient time to discuss their work
in groups to consolidate their learning. Teachers are normally quite adept at
changing the course of lessons to introduce different techniques and a variety of

ways of explaining concepts when they know that pupils’ understanding is

incomplete. This ensures that a strong pace of learning is maintained. However, in a
few lessons, the pace of learning declines when teachers repeat the same
explanation in the same way rather than utilising other techniques to ensure that
pupils fully understand what teachers are attempting to teach them.

Thorough marking of pupils’ work usually identifies any key errors well and clearly

indicates how improvements can be made. Frequently, teachers mark tests in a way
that shows pupils how they are progressing through the levels of the National
Curriculum and how their results relate to their targets. In mathematics, however, in

Years 5 and 6, teachers’ marking does not challenge untidy presentation and weak

diagrams sufficiently strongly, which limits the progress pupils make.

Behaviour and safety of pupils

Pupils almost always behave well in lessons and around the school. They have good
relationships with each other and with the adults who work with them. Frequently,
they display impeccable manners and courteousness. Incidents of bullying of any
kind or of unacceptable behaviour are rare and relate to a very small number of

pupils. Most parents and carers express confidence in the school’s systems for

dealing with such occurrences, but a few still have concerns about them. In the two
days that they were in school, inspectors observed pupils carefully in class, having
lunch, and at playtime outside. They found that behaviour was consistently good and
that pupils responded promptly to instructions from adults. Inspectors also looked at
records for behaviour and safety from the time of the previous inspection to the
present and found nothing to give concern. Pupils display good levels of
concentration in class and when they work in groups they organise themselves
quickly and without fuss. They take responsibilities seriously and they are proud of
their successes in helping the youngest children and raising money for charities.
Rose Wood provides pupils with a very supportive and welcoming environment for
their education. Pupils say they feel safe in school and have a good understanding of
the risks to which they might be exposed, especially outside school. Considerable
efforts are made to ensure that pupils attend school regularly. The effectiveness of
these measures is reflected in the overall attendance figures which have risen from
average last year to above average so far this year, and the fact that there are very
few persistent absentees. The school uses the expertise of a range of agencies to
provide effective support for pupils experiencing difficulties that affect their
behaviour or attendance.

Leadership and management

The headteacher provides the school with strong and effective leadership. She is
very well supported by her recently constituted senior team. The school provides
good quality education because leaders and managers have a relentless focus on
planning for pupils to have the very best and on driving standards up quickly. The

school’s self-evaluation is accurate and informs development planning that is clear

about how improvements are to be made. Monitoring of these plans is rigorous and
leads directly to continued professional development for members of staff,
improvements in teaching and sharply rising standards for pupils of all ages from
Nursery to Year 6. Strategies to improve teaching, such as lesson observations and
mentoring have proved to be successful in improving teachers’ classroom techniques.

Members of the governing body monitor the school’s work effectively and probe and

challenge when they think that more can be done. As a consequence of all of this,
the pupils experience a good and varied curriculum which is designed to lift
attainment, promote good progress and underpin good spiritual, moral, social and
cultural development.
Safeguarding procedures meet all requirements. All required policies are in place and
have a high profile in the daily running of the school. Adults who have access to
pupils are checked meticulously before they can enter the buildings. The school has a
strong commitment to equality of opportunity. The school is very successful at
promoting equality of opportunity as seen in the good progress and achievement of
all groups of pupils. Issues from the previous inspection have been tackled
successfully, especially in relation to providing pupils with teaching which meets the
needs of all groups and abilities. These successes and the substantially rising
attainment clearly indicate that the school has good capacity to improve further,
particularly as all members of staff are proud to belong to the school and want to
play their part in its continuing success.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that is
good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school
is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 46 8 0
Primary schools 8 47 40 5
Secondary schools 14 38 40 8
Special schools 28 48 20 4
Pupil referral units 15 50 29 5
All schools 11 46 38 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add up exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and
development taking account of their attainment.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Behaviour how well pupils behave in lessons, with emphasis on their
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
Capacity to improve: the proven ability of the school to continue improving based
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
Leadership and
the contribution of all the staff with responsibilities, not just
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are developing
their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their inspection of
the school.
Progress: the rate at which pupils are learning in lessons and over
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
Safety how safe pupils are in school, including in lessons; and their
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
example e-learning.

10 February 2012
Dear Pupils

Inspection of Rose Wood Primary School, Middlesbrough, TS8 0UG

Thank you for making the team so welcome when we came to inspect your school
recently. A particular ‘thank you’ goes to those of you who filled in the questionnaires
or met with us to read or talk about your school and the progress you are making.
We were all impressed by your good behaviour and your good attitudes to work.
We found that your school is providing you with a good quality of education. It is a
quickly improving school where more and more of you are making good progress.
Teachers and their assistants know exactly how much progress you are making and
organise extra help if you start to fall behind. We found Rose Wood to be a well run
school which provides you all with a very good atmosphere for learning.
We were pleased to find that you enjoy your lessons and that you think that your
teachers really care about you and the progress you are making. Inspectors can see
clearly why you say that you enjoy school because it provides you with really
interesting lessons and many other enjoyable and valuable and exciting activities.
Your school can still improve further and we have asked the governing body,
headteacher and staff to do two things to enable you to learn even more quickly.
These are to:

  • improve some lessons so that all of you are taught well all of the time
  • insist that Years 5 and 6 improve the presentation of their work in mathematics.

You can help by continuing to behave well and work hard.
I wish you all the best for the future.
Yours sincerely,
John Paddick
Lead Inspector


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