Lowestoft primary school is rated as good by Ofsted
A Lowestoft primary school has received the seal of approval from inspectors who say it is a good place to be taught at and provides good progress for its pupils.
Roman Hill Primary School has been rated as good by Ofsted following a two-day inspection in January by inspectors.
The inspection looked at four key areas – achievement of pupils, quality of teaching, behaviour and safety of pupils and leadership and management.
Ofsted rated all four areas as good and gave its overall effectiveness as good.
The rating was one grade lower than Roman Hill’s last inspection in November 2011 when it was rated as outstanding, and comes in a period of transition at the school after the headteacher of nearly 10 years, Sandra Batley, retired last July to be replaced by her deputy Jackie Etteridge.
The number of children at the school with a statement of special educational needs is well above average.
The latest Ofsted report said: “Most of the teaching in the school is good and some of it is outstanding. The way subjects are taught interests pupils and helps them make good progress, especially in physical exercise.
“Opportunities for pupils’ spiritual, moral, social and cultural development are good.
“Relationships are good and help pupil to show a positive attitude to their learning.”
The report also says level of attainment at key stage one has risen in the last three years and a high proportion of year one pupils reached the expected standard in a reading check.
Mrs Etteridge said: “I am very pleased with the outcome of our Ofsted inspection and the fact that the majority of teaching was found to be good and outstanding.
“I am proud that the children demonstrated a positive attitude to their learning and were praised for how polite and well-behaved they are,.”
“Staff and governors have worked extremely hard to raise standards to provide our children with the best possible opportunities.”
Ofsted said Roman Hill, which has 496 pupils on its roll, was not rated as outstanding for five reasons – pupils were not consistently challenged at the right level; teachers did not always follow up marking or use teaching assistants to help pupils make rapid progress; pupils’ rates of progress were not rapid; leaders did not make enough use of pupils achievement to bring about improvements and best practice in school is not shared or copied enough to help teachers improve.