Rosehill Infant and Nursery School
phone: 01332 229229
executive head teacher: Mrs Helen Kelk
158 pupils capacity: 128% full
120 boys 59%
80 girls 40%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 435768, Northing: 335055
- GPS coordinates
- Latitude: 52.912, Longitude: -1.4696
- Accepting pupils
- 3—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 15, 2013
- Region › Const. › Ward
- East Midlands › Derby South › Arboretum
- Urban > 10k - less sparse
- Free school meals %
- Federation of St James' CE (VA) Junior, St James' CE (VA) Infant and Nursery and Rosehill Community Infant Schools
- St James' Church of England Aided Junior School DE238FQ (301 pupils)
- 0.1 miles Beechwood Nursery School DE12TU
- 0.2 miles St James' Church of England Aided Infant School DE238EG (115 pupils)
- 0.2 miles Step Forward Educational Trust (Derby) DE238LU
- 0.3 miles An-Noor Primary School DE238FB
- 0.3 miles Al-Madinah School DE12SA (317 pupils)
- 0.4 miles Arboretum Primary School DE238GP (479 pupils)
- 0.5 miles Castle Nursery School DE12PU (31 pupils)
- 0.5 miles Derby St Chad's CofE (VC) Nursery and Infant School DE236WR (168 pupils)
- 0.5 miles St Joseph's Catholic Primary School, Derby DE236SB (359 pupils)
- 0.5 miles Derby College DE248JE
- 0.6 miles Hardwick Junior School DE236QQ
- 0.6 miles Hardwick Infant and Nursery School DE236QP
- 0.6 miles Rathbone Training - Derby Centre DE11SB
- 0.6 miles Hardwick Primary School DE236QP (592 pupils)
- 0.7 miles Walbrook Nursery School DE238QJ (80 pupils)
- 0.7 miles Stonehill Nursery School DE236TJ (60 pupils)
- 0.7 miles Pear Tree Community Junior School DE238PN (359 pupils)
- 0.7 miles Pear Tree Infant School DE238PN (271 pupils)
- 0.8 miles Harrington Nursery School DE238PE (80 pupils)
- 0.8 miles Becket Primary School DE223QB (244 pupils)
- 0.8 miles Dale Community Primary School DE236NL (552 pupils)
- 0.8 miles Derby Pride Academy DE248BY (4 pupils)
- 0.9 miles Firs Estate Primary School DE223WA (337 pupils)
Rosehill Infant and Nursery School
Reginald Street, Derby, DE23 8FQ
|Inspection dates||15–16 May 2013|
|Overall effectiveness||This 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
| Most pupils make good progress and achieve |
Teaching is good because teachers plan in
Teaching assistants boost pupils’ achievement
Pupils say they enjoy school and feel safe and
The behaviour of pupils is good because they
well from the time they join the school. They
get off to a flying start in the Early Years
detail what the pupils will learn and ensure
that pupils understand what they should do.
because they support individuals or guide the
learning of small groups of pupils very well.
cared for well. Parents agree with this view.
work hard and respond well to the high
expectations of staff.
| The executive headteacher offers creative yet |
The school is continuing to improve at a fast
The governing body makes an excellent
rate. Improved teaching is having a good
impact on pupils’ achievement. Rapid progress
has been made in dealing with issues from the
contribution to leadership. The expertise
developed over the last two years has meant
that governors have made very effective
| More-able pupils do not make as much |
Pupils do not write enough longer pieces of
progress as they could do because they are
not always challenged.
| Pupils are not always given the opportunity to |
Some subject leaders are not yet fully involved
respond to teachers’ marking.
in checking pupils’ progress.
Information about this inspection
- The inspectors took account of the school’s procedures for safeguarding and gaining an accurate
view of its performance. They looked at the development plan, records of lesson observations,
targets set for teachers, and documents that track pupils’ progress.
- The inspectors observed eight lessons, three jointly with the executive headteacher and one with
the assistant headteacher. In addition, the lead inspector and executive headteacher made short
visits to a further four lessons. The inspectors listened to pupils read and examined pupils’ work
- The inspectors held discussions with staff from both this school and the federation.
- The lead inspector met with the lead inspectors of the other two schools in the federation, the
Chair of the federated Governing Body and five other governors. She also met with a
representative of the local authority.
- The inspectors spoke with pupils and took account of 17 responses from the on-line
questionnaire (Parent View).
|Pauline Hilling-Smith, Lead inspector||Additional Inspector|
|Marian Driver||Additional Inspector|
Information about this school
- The school is smaller than average
- The large majority of pupils are of Pakistani heritage.
- The proportion of pupils who speak English as an additional language is above average.
- The proportion of disabled pupils and those with educational needs supported through school
action is well-below average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is well-above average.
- The proportion of students who speak English as an additional language is well-above average.
- The proportion of pupils known to be eligible for the pupil premium, additional funding for pupils
known to be eligible for free school meals, those in local authority care and children from service
families, is average.
- The proportion of pupils who move onto the school roll or leave the school outside normal times
is well-above average.
- The school entered into a hard federation with two other neighbouring schools in September
2010. The headteacher of Rosehill assumed the additional responsibility of executive
headteacher of the federation in April 2013.
What does the school need to do to improve further?
- Improve the quality of pupils' writing and the achievement of more-able pupils by ensuring that:
more-able pupils are always given demanding enough work to do
pupils are given more opportunities to write longer pieces of work in all subjects
pupils always have the opportunity to respond to teachers’ marking.
- Improve the effectiveness of leadership and management by developing the role of all subject
leaders so that they can contribute more fully to the monitoring of pupils’ progress.
|The achievement of pupils||is good|
- The knowledge and skills of the children who enter the Nursery are in the main well below those
which are typical for their age, especially in language and emotional development.
- The large majority of pupils make good progress, and standards have improved over the last
three years. Standards have moved from significantly below average to broadly average in
reading, writing and mathematics at the end of Key Stage 1.
- Children get off to an excellent start in the Nursery and Reception classes and children enter Key
Stage 1 with standards just below average. For example, children in the Nursery soon feel happy
and develop their understanding and language skills very well.
- Since the last inspection, too few pupils have reached the higher levels especially in writing.
- Disabled pupils and those who have special educational needs make good progress because
skilful support for their learning needs, coupled with the nurturing environment of the school, is
- The teaching of reading is effective because teachers are skilled in teaching pupils phonics (the
sounds that letters make). All staff contribute to listening to pupils read which means that pupils
receive the individual attention they need to learn well.
- Achievement in writing, although good, is not as strong as achievement in other areas. This is
because pupils do not spend enough time using and developing their writing skills in all subjects
or writing at length.
- Pupils known to be eligible for the pupil premium now make similar progress to their peers. They
have accelerated their progress by an additional term during the last year. This is because
teachers make sure that additional funds are spent on exactly the right activities that make the
most impact on their achievement.
|The quality of teaching||is good|
- Teaching has improved since the last inspection and it is now consistently good. Some is
outstanding. This is because senior leaders, and subject leaders for English and mathematics
from within the federation, have focused well on raising pupils’ achievement. Leaders provide
effective training and support for staff so that they improve their skills well.
- Where teaching is outstanding, teachers’ expectations are very high, the pace of learning is brisk
and probing questions extend pupils’ thinking very effectively. In these lessons, pupils spend the
majority of the lesson in small groups working on tasks at just the right level of challenge. For
example, in an English lesson pupils developed their knowledge of the Victorian seaside and
quickly began writing information sentences at the highest level of their ability.
- In less-effective lessons pupils spend too much time waiting for others to answer questions to
which they already know the answers.
- In the best lessons, pupils respond to the challenge presented by teacher’s’ marking. However,
occasionally pupils do not get the opportunity to make a response and so their achievement is
not promoted as a result.
- Sometimes, pupils are inspired by the way stories are read to them and this means that they
learn exceptionally well. For example, the very youngest children participated in a story about a
spider with great anticipation. They held their breath as the climax of the story was reached and
offered a range of suggestions using excellent vocabulary about what was going to happen next.
- Teaching assistants support disabled pupils and those who have special educational needs very
well. They also boost the teaching of reading and help with sporting activities.
- Occasionally, some teaching is less effective because simple checklists for achieving set
objectives sometimes limit the expectations of what more-able pupils can achieve. On these
occasions, more-able pupils are not given enough scope to be as independent in their learning
as they could be. When this happens, more-able pupils have not been given sufficiently
- Most parents who responded to the on-line questionnaire (Parent View) agree that their children
are well taught.
|The behaviour and safety of pupils||are good|
- The school offers a caring, friendly environment where all pupils behave well. Their good
behaviour and attitudes help to sustain the school’s welcoming, family atmosphere. Pupils’
relationships with one another and with staff are strong.
- Pupils have a good awareness of how to stay safe when, for example, they learn about how to
use the internet safely.
- They are clear about the different forms of bullying and reflect on the impact of their actions on
themselves and others. Playground ‘buddies’ regularly take care of younger pupils and the
school council members say they are actively involved in making sure that bullying does not take
- There are very few incidents of unacceptable behaviour because staff manage behaviour well.
Any incidents that do occur are recorded in detail and taken seriously by governors and senior
staff. Discrimination of any kind is not tolerated.
- An overwhelming number of parents who responded to Parent View agreed that their children
feel happy at school and most agreed that behaviour is good.
- Attitudes to learning are usually good and contribute well to achievement. However, where
teaching does not fully challenge or inspire pupils or they are not involved in their own learning,
they lose concentration or become passive.
- Attendance has improved well over the last year and is now broadly average as a result of the
good work done by the school.
|The leadership and management||are good|
- The executive headteacher gives the school creative, yet uncompromising, leadership. She is
ably supported by a talented assistant headteacher. The executive headteacher also makes a
significant contribution to the effectiveness of the other schools in the federation. The checking
of the school’s performance is accurate, detailed and clear about what needs to be improved. All
the issues raised at the last inspection have been dealt with successfully.
- The school’s partnership work contributes very strongly to the school’s effectiveness. Highly
effective links across the federation have led to rapidly improved outcomes for pupils. Leadership
has been strengthened considerably by sharing responsibilities between several highly effective
senior leaders in different schools. However, not all subject leaders are fully confident with the
use of information about pupils’ progress to identify priorities for improvement.
- Leaders and governors are very ambitious for the school and work hard to serve both the school
and the very diverse community in which the school sits. This is reflected in the challenging
targets they set and in the very effective partnerships created with families and the local
- Leaders promote and check the equality of pupils’ opportunities well. For example, the pupil
premium is used very effectively to speed up the progress of eligible pupils. However, at times
more-able pupils do not make the progress they are capable of because they are not always
given sufficiently demanding work.
- Topics and the wide range of activities capture pupils’ enthusiasm and are well suited to the
needs of pupils. Topics make sure that pupils build on their understanding of spiritual and
cultural ideas as they move through school. However, activities do not always allow pupils to
write at length about these.
- All parents who responded agree that the school is led and managed well and all of them would
recommend the school to another parent.
- The local authority has recently supported the school well by the allocation of an expert to
support the federation to further develop the skills of senior staff. This is beginning to have a
good impact on school improvement.
- The governance of the school:
The governing body has rapidly improved its effectiveness in holding the school to account
over the past two years. As a result, good appointments have been made to senior positions,
funding is used effectively and standards are rising. Frequent visits to the school give
governors an understanding of strengths and weaknesses and pupils’ achievement. The
governors support and challenge the school effectively. A good structure of committees
ensures that governors’ work is carried out efficiently. They have a clear picture of teaching
quality, and understand how targets are set for teachers and how the school deals with any
under-performance. Governors ensure that salary increases are linked to the progress made
by pupils, teaching quality and responsibilities. They have made good decisions over the
spending of the pupil premium and this is having a very positive impact on those pupils’
progress. Governors check the impact on pupils’ progress carefully to ensure best use of this
funding. They have a genuine interest in creating a harmonious and diverse community in and
out of school, involving a wide range of faiths and cultures. The governing body makes sure
that all national requirements, including those for safeguarding, are met.
What inspection judgements mean
|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 |
|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.
|Unique reference number||112733|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||3–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||209|
|Appropriate authority||The governing body|
|Date of previous school inspection||14 October 2010|
|Telephone number||01332 229229|
|Fax number||01332 229229|