Robertswood School

Overview

Pupils enjoy learning in this “caring and inclusive school” where they appreciate how adults help them “become the very best version of themselves.” The report describes a positive culture underpinned by “star values,” where pupils feel safe, behave well, and are proud of their responsibilities. While the curriculum is generally well-designed and staff are valued, leaders must address specific gaps in early years planning, phonics teaching, and attendance.

Strengths

• The curriculum is “challenging and caters for the needs of all pupils,” with subject leaders who are “knowledgeable and enthusiastic.”
• Teachers “explain things well and ‘hook’ pupils into learning,” focusing on building vocabulary and ensuring pupils with special educational needs access the full curriculum.
• Pupils develop a “love of reading” with books matched to their phonics progress, and their comprehension skills are “well taught.”
• There is a “strong focus on pupils’ personal development,” equipping them with tools to “work together, think creatively and solve problems.”
• Staff feel “motivated and valued as part of a tight knit team,” and parents are “exceptionally positive and supportive.”

Areas to improve

• The approach to teaching phonics is “not consistently effective,” as some staff lack the expertise to support weaker readers in catching up quickly.
• Some early years activities do not “build carefully enough on what children know or can do,” meaning some children do not secure recently learned knowledge.
• Leaders need to be “more systematic” in improving school attendance, as current efforts lack strong, shared policies and have not yet achieved high ambitions.

Safeguarding

The arrangements for safeguarding are effective, with a “strong culture of safeguarding” where staff are well trained and leaders “meticulously follow up” concerns.