School etc

Roselands Primary School

Roselands Primary School
Lynmouth Avenue

phone: 01803 525375

headteacher: Mrs Debbie Main

reveal email: adm…


school holidays: via Torbay council

301 pupils aged 4—10y mixed gender
264 pupils capacity: 113% full

150 boys 50%


155 girls 51%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 287793, Northing: 58942
GPS coordinates
Latitude: 50.42, Longitude: -3.5808
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 10, 2011
Region › Const. › Ward
South West › Torbay › Goodrington-with-Roselands
Urban > 10k - less sparse
Free school meals %

rooms to rent in Paignton

Schools nearby

  1. 0.5 miles South Devon College TQ47EJ
  2. 0.6 miles Advanced Education - Devon TQ47DQ (13 pupils)
  3. 0.7 miles White Rock Primary School TQ47AW (442 pupils)
  4. 0.7 miles Hayes School TQ45PJ
  5. 0.7 miles Hayes School TQ45PJ (441 pupils)
  6. 0.8 miles Paignton Community and Sports College TQ33WA
  7. 0.8 miles Clennon Valley C.O.YMCA TQ46NX
  8. 0.8 miles Paignton Community and Sports Academy TQ33WA (1361 pupils)
  9. 1 mile Tower House School TQ45EW (185 pupils)
  10. 1.1 mile Curledge Street Primary School TQ45BA
  11. 1.1 mile Curledge Street Academy TQ45BA (440 pupils)
  12. 1.2 mile Collaton St Mary Church of England Primary School TQ33YA (205 pupils)
  13. 1.2 mile Greylands School TQ46ES
  14. 1.3 mile The Garage TQ46AA
  15. 1.5 mile Torhill @ the Polsham Centre TQ32SZ
  16. 1.5 mile Foxhole Infants' and Nursery School TQ33UX
  17. 1.5 mile Sacred Heart Catholic School TQ32SH (243 pupils)
  18. 1.5 mile Torbay PRU TQ32SZ (39 pupils)
  19. 1.5 mile Sacred Heart Catholic School TQ32SH
  20. 1.6 mile Foxhole Junior School TQ33XA
  21. 1.6 mile Oldway Primary School TQ32SY (684 pupils)
  22. 1.6 mile Kings Ash Primary School TQ33XA
  23. 1.6 mile Kings Ash Academy TQ33XA (433 pupils)
  24. 1.8 mile Torbay School TQ32AL (51 pupils)

List of schools in Paignton

Age group 4–11
Inspection date(s) 10–11 November 2011
Inspection number 378672

Roselands Primary School

Inspection report

Unique Reference Number 113242
Local Authority Torbay
Inspect ion number 378672
Inspect ion dates 10–11 November 2011
Report ing inspector Alex Baxter

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 235
Appropriate authority The governing body
Chair Mark Rundle
Headteacher Debbie Main
Date of prev ious school inspection 25 February 2009
School address Lynmouth Avenue
Telephone number 01803 525375
Fax number 01803 665104
Email address reveal email: adm…


This inspection was carried out by three additional inspectors. The inspectors visited
25 lessons taught by 12 teachers. The inspectors also attended assemblies, observed
break times and held meetings with representatives of the governing body, staff,
pupils, and parents and carers. They observed the school’s work, and looked at plans

and policies, and records of assessments and tracking of pupils’ progress. In

addition, questionnaires completed by 79 parents and carers, 99 pupils and seven
staff were analysed.
The inspectors reviewed many aspects of the school’s work. They looked in detail at
a number of key areas.

  • The effectiveness of strategies to meet pupils’ differing needs, particularly those
    new to the school and more-able pupils, and especially in English and
  • The development of pupils’ independent and cooperative engagement in
    learning to accelerate their progress.
  • The impact of the strategies introduced to improve the quality of teaching and
    learning for all pupils across the school.

Information about the school

Roselands Primary School is broadly average in size. The proportion of pupils known
to be eligible for free school meals is above average. A small minority of pupils speak
English as an additional language. The percentage of pupils from minority ethnic
groups is below average. The proportion of pupils with special educational needs
and/or disabilities is above that found nationally. The proportion of pupils joining or
leaving the school at other than the normal times is also above average. Children in
the Early Years Foundation Stage are taught in two Reception classes. The
substantive leader of the Early Years Foundation Stage was on maternity leave at the
time of the inspection. A new deputy headteacher commenced his duties in
September 2011. An independent nursery operates adjacent to the school site; as it
is managed independently, it was not part of this inspection.

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: how good is the school? 1
The school’s capacity for sustained improvement 1

Main findings

  • This is an outstanding school with a highly inclusive ethos of community and
    equal achievement for all. Staff are diligent in keeping pupils safe; consequently
    pupils derive considerable enjoyment from being at school, fully embrace
    healthy lifestyles, attend well and feel very secure. As one parent commented,
    reflecting the views of others, ‘Roselands has been a fantastic school for our
  • Senior staff and governors, led by an inspirational headteacher, work extremely
    well together and they have made significant improvements since the previous
    inspection. These include, for example, establishing greater consistency in the
    quality of teaching, which is now outstanding overall. Staff employ innovative
    and highly effective strategies to raise expectations and to develop the pupils’
    collaborative learning skills. In addition, the excellent curriculum supports
    pupils’ rapid progress.
  • As a result, pupils are very proficient in working independently and contributing
    to each other’s outstanding learning and achievement. Their joyful willingness
    to learn in this way ensures that pupils across the range of ability and needs
    derive equal benefit.
  • Other developments include strengthened methods of assessing pupils’ work to
    promote improvement and making best use of the school’s new accommodation
    and facilities to provide stimulating, practical learning opportunities. In
    response, despite pupils’ varying starting points and increasing needs, year on
    year increases mean that pupils’ attainment at the end of Year 6 is above
    average in English and mathematics and continues to rise.
  • Children in Reception make a good start to school life, but at times, have
    limited opportunities to record or try to write about their work. Pupils’ progress
    accelerates as they move through the school. However, while all teachers use
    discussion and drama well to establish good expression in pupils’ writing, the
    handwriting and spelling skills, especially of some more-able pupils, are not
    always developed as consistently.
  • The headteacher’s unwavering, collegiate and very successful commitment to
    continued improvement is informed by excellent monitoring and self-evaluation.
    This is evident in the way staff have developed exemplary partnerships with
    parents and carers and outside agencies to build on continuing strengths in
    care, guidance and support and so to promote outstanding outcomes in pupils’
    personal development. Consequently, pupils’ spiritual, moral, social and cultural
    development is outstanding and their behaviour is exemplary.
  • Clearly, as another parent wrote, ‘The school has gone from strength to
    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
    strength.’ The pupils’ outstanding academic and personal outcomes, in response
    to consistently strong provision and stemming from a proven track record of
    exceptional improvement, reflect the school’s excellent capacity to sustain
    future development.

What does the school need to do to improve further?

  • Build upon the best practice seen in the school to advance pupils’ writing,
    especially that of the more able pupils, by:
    placing greater emphasis on the development of pupils’ spelling and
    handwriting skills so that these match the high quality of their speaking
    and collaborative learning skills
    providing more opportunities for children in Reception to record and write
    about their learning activity in all areas of the curriculum.
    Observations of lessons clearly showed the way in which pupils totally commit
    themselves to their work, sustain interest and enjoyment in activities and develop
    understanding. This is a strong indication of the excellent quality of their learning. In
    addition, the pupils’ very well-developed collaborative learning skills as ‘talking
    partners’ or when cooperating in groups brings joy to their learning, adds value to
    their individual contributions and refines their ideas. This was seen, for example, in
    a music lesson in Year 2, as pupils happily worked together and skilfully used
    percussion instruments to accompany the rhyme, ‘Who stole the cookies from the
    cookie jar?’ By such means, pupils are enabled to make outstanding progress. This
    applies equally for all pupils, including those with special educational needs and/or
    disabilities, pupils of high ability, and an increasing number who join the school at
    various times, mostly during Years 2 to 6.
    Children make good progress in Reception, especially in enjoying school and
    cooperating well with each other. Skill levels on entry vary, but are generally below
    typical age-related expectations; from these starting points there is clear evidence of
    an increasing number of children meeting and exceeding typical expectations by the
    time they enter Year 1. Pupils’ progress accelerates as they move through the rest
    of the school, in response to excellent teaching and support. As a result, pupils’
    attainments are cumulatively secured at an above average level by the end of Year
    6, especially in mathematics, speaking and listening and enquiry skills. This
    represents outstanding achievement.
    The pupils’ improved and now well-developed ability to write expressively was also
    evident in many lessons, particularly when topics stimulated their interest. For
    example, in English in the Years 4 and 5 class, pupils showed good skills in reflecting
    about and evaluating emotive phrases and in using drama creatively to develop their
    ideas. On occasions in some classes though, a less consistent emphasis on accurate
    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
    spelling and neat handwriting clouds the quality of pupils’ writing.
    Pupils greatly enjoy school and undoubtedly feel very safe there; this is clearly
    apparent in their outstanding behaviour and relationships. All these qualities are
    clearly evident, for example, in the way Year 6 pupils act as playground friends and
    Year 5 pupils help children in Reception. These older pupils willingly adjust their own
    break times to offer emotional support and strongly promote healthy living by
    initiating sports activities with younger pupils during playtimes. Pupils contribute very
    fully to the life of the school and appreciate being given the opportunity to share
    their views and influence what happens in their class and around the school. Pupils
    undertake responsibilities diligently, for example, by making their views known as
    members of the school council or offering ideas about how to improve the school.
    Examples of the pupils’ initiatives taken up by the school include establishing rules
    about bringing toys to school and deciding which charities to support. As a result, by
    the time, they leave school, the pupils’ good attendance, excellent academic
    achievement and very positive attitudes to learning prepare them extremely well for
    the future.
Outcomes for individuals and groups of pupils 1

These are the grades for pupils’ outcomes

Pupils’ achieve ment and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 1
Pupils’ behav iour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spir itual, moral, social and cultural development 1

How effective is the provision?

All teachers have high expectations and very good classroom management skills;
they teach at a lively pace and use assessment with accuracy to ensure they
challenge pupils well. Systematically in all lessons pupils are encouraged to evaluate
the quality of their learning. Younger pupils do this by signing their understanding
with thumbs up or down and older pupils by checking their work against clear


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

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

targets, ‘tool kits’ of guidance and success criteria in the form of ‘writing ladders’. As

a result, learning builds up cumulatively and is often developed very rapidly.
Clarifying links with previous work, sharing learning objectives with pupils at every

stage of learning and a systematic emphasis on developing pupils’ cooperative

learning skills represent significant developments in teaching and learning. These
have promoted and now underpin the pupils’ excellent achievements, both
academically and personally. For example, in a mathematics lesson in Year 1, the

teacher’s high-quality questioning secured good connections with previous work and
strengthened the pupils’ understanding of how the lesson objectives represented the

next steps in learning. As a result, a secure platform for new learning was
established. Most of the lessons seen were introduced using the same successful
format, with frequent further illustrations using the interactive whiteboards.
Consistent approaches were also seen when pupils worked in groups. This was seen
for example, during an English lesson in the Years 1 and 2 class. The activity
involved pupils working collaboratively in groups of four, with each pupil required to
contribute and to meet a challenge in a clearly defined way so that by working
together they refined and improved their poems about the wind. Such strategies not
only enabled the pupils to learn well with and from each other, but also enriched
their personal commitment and independence in learning.

The school’s excellent curriculum cuts across traditional subject boundaries to make
sure that work is stimulating and progressively develops pupils’ skills and experience.

A wide range and number of extra-curricular activities significantly enhance the
curriculum including visits, visitors and clubs, which strongly promote the pupils’
healthy living and enjoyment in participating and learning. Any areas in need of
improvement are identified well by the school through monitoring. They include

successful enhancement of the pupils’ problem solving and expressive writing in all

classes through topics that inspire pupils, for example Rise of the Robots and the
The exemplary care, guidance and support provided by the school are enhanced by
outstanding links with parents and carers and outside agencies. These strong
partnerships are strengthened further by the diligence of staff in pastorally meeting
the needs of pupils across the range of ability, including those with special
educational needs and/or disabilities, and in safeguarding their welfare. As a result,
pupils enjoy coming to school, attend well and additionally, because they feel valued,
readily give of their best

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships

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

The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher, by distributing leadership and clearly defining leadership and
management roles, has successfully steered the school through a sustained period of
improvement. Highly effective team working has now brought the school to a

position where exemplary provision promotes pupils’ outstanding academic and

personal development, and this demonstrates excellent value for money. The school
promotes a strong sense of belonging for all pupils and staff, which is also evident in

the school’s excellent links with parents and carers and with outside agencies. This

spirit of community is also seen in the way pupils new to the school are woven
seamlessly into the partnership of successful learners. The headteacher, senior staff
and members of the governing body work together very closely and share a strong
sense of direction. All staff share this determined ambition for continued
improvement, which is seen in their high morale, despite the challenge of some
recent staff changes.
Governors are highly supportive of all staff, but also well organised and challenging.
They greatly value the leadership of the headteacher and are diligent in fulfilling their
statutory duties. These include good procedures to safeguard pupils’ welfare, which

include detailed risk assessments of the school’s site and secure staff appointment

and child protection procedures. Monitoring and self-evaluation are very effective;

pupils’ progress is tracked very carefully and teaching quality regularly and rigorously

checked. Areas for development are efficiently identified and individuals are

Pupils have their individual needs met and are supported equally, as seen, for
example, in the increasing progress that all groups make as they move through the

school. The pupils’ confidence shows that all pupils feel valued and that

discrimination has no place in this school. The school promotes community cohesion
well. Partnership events with local schools, charitable donations, for example, to
Children in Need, topics such as, People Who Help Us and visitors from Nigeria
promote the national and global dimensions. In addition, visits to Birmingham and
London, planned for this school year, have been specifically designed to provide

more experiences of Britain’s multicultural society.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities

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

The effectiveness of the school’s engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

The current staff work well together to sustain good shared leadership during the
absence of the substantive leader. Together, they work very supportively with
parents and carers and enable children to enjoy a confidence-boosting start to
school. All children, including those with special educational needs and/or disabilities,
benefit from good care and guidance and make good progress. They behave and
play very well together and readily show that they feel safe. Supported by good
teaching, the well-resourced and very spacious indoor and outdoor areas are used
well to provide a stimulating and successful range of learning activities, both adult-
led and those chosen by the children themselves. For example, children are self-
assured when speaking about their learning choices and are confident in self-
registering their attendance. As a result, children make particularly good progress in
their language, independent and cooperative learning skills. At times though, some
variation across the two classes in the opportunities and support given to develop

the children’s mark-making and early writing skills constrains their progress in this


These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

A broadly average proportion of parents and carers responded to the questionnaire.
The vast majority of those who responded to the questionnaire and the small
number of parents interviewed by an inspector, expressed agreement with the work
of the school and, in particular, indicated that they are content with their child’s
happy, safe experience at this school. Additional written comments were mostly very

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

positive, with particularly appreciative views expressed about the leadership of the
headteacher and the caring work of the staff. There was no consensus across the
few negative comments received and all were expressed in constructive terms.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Roselands Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 79 completed questionnaires by the end of the on-site inspection. In
total, there are 235 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 66 84 13 16 0 0 0 0
The school keeps my child
64 81 15 19 0 0 0 0
The school informs me about
my child’s progress
56 71 22 28 1 1 0 0
My child is making enough
progress at this school
58 73 18 23 3 4 0 0
The teaching is good at this
59 75 19 24 1 1 0 0
The school helps me to
support my child’s learning
57 72 18 23 4 5 0 0
The school helps my child to
have a healthy lifestyle
53 67 26 33 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
48 61 26 33 1 1 0 0
The school meets my child’s
particular needs
57 72 17 22 4 5 1 1
The school deals effectively
with unacceptable behaviour
45 57 30 38 1 1 0 0
The school takes account of
my suggestions and
49 62 25 32 2 3 0 0
The school is led and
managed effectively
65 82 12 15 2 3 0 0
Overall, I am happy with my
child’s experience at this
68 86 9 11 2 3 0 0


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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and 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.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

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. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

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.

11 November 2011
Dear Pupils

Inspection of Roselands Primary School, Paignton TQ4 7RQ

Thank you so much for welcoming us to your school. We really enjoyed talking with

you and seeing you at work. We were particularly impressed by your excellent
behaviour and politeness and also by the very considerate way you work together,
which was, quite simply, a joy to watch. We are pleased to agree with you and most
of your parents that Roselands is an outstanding school.
These are the other main things we found.

  • The levels of attainment that you reach by the end of Year 6 are above the
    national average. This shows that you are taught extremely well and make
    outstanding progress. You are confident, enthusiastic learners who show great
    willingness and skill in learning together. As a result, standards continue to rise.
  • You are very happy and feel very safe at school because the staff care for you in
    an outstanding way. They ensure that you enjoy your learning by providing lots
    of interesting activities and encouraging you to participate very fully in an
    excellent range of clubs and visits.
  • Your headteacher, senior staff and members of the governing body run the
    school extremely well. They work very closely together and with specialist
    agencies and your parents and give of their best to help you to succeed.

Even the best of schools can improve and so I have asked the leaders and managers
of the school to help you to improve your spelling and handwriting and to provide
more mark-making and early writing opportunities for those of you in Reception.
These will enable some of you to make sure that your writing skills match your
excellent speaking and cooperative learning skills.
You can help by continuing to help each other to learn and thinking about what you
need to do next to improve.

Thank you again and best wishes for the future.
Yours sincerely
Alex Baxter
Lead inspector


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