Rose Hill Primary School

Rose Hill Primary School is a large primary school with a special educational needs unit, Patchwork, supporting pupils with communication and interaction needs. Safeguarding standards are met. The school is performing well overall: attendance and behaviour are strong, personal development is a notable strength, and achievement, curriculum and teaching, early years, inclusion and leadership are all at the expected standard. Pupils are happy, feel safe and belong, behave well, attend regularly, and are well prepared for secondary school. Leaders have a clear improvement focus, governance is effective, and staff are well supported. The main concerns are about consistency beyond the core subjects. In a small number of subjects, such as art and design, the important knowledge pupils need is not identified clearly enough, so teaching does not always help pupils build and remember learning over time. Some pupils with SEND do not have adaptations in wider curriculum subjects that are as well developed as in reading, writing and mathematics. Published outcomes for disadvantaged pupils are also well below national averages, and some pupils miss parts of wider lessons while receiving extra support, creating gaps in wider subject knowledge. Leaders have already strengthened support for reading and for disadvantaged pupils, but the full impact is not yet reflected in published results. The next steps rightly focus on strengthening curriculum planning in subjects beyond reading, writing and mathematics and ensuring disadvantaged pupils benefit equally from the wider curriculum.

Strengths

• Attendance is a high priority and persistent absence has reduced, including for disadvantaged pupils.
• Pupils arrive happily, behave well and follow routines confidently.
• Staff promote a nurturing ethos and pupils feel they belong.
• Bullying is uncommon and staff deal with concerns promptly.
• Pupils show respect, maturity and use restorative approaches to resolve disagreements.
• Personal development is ambitious and prepares pupils well for life in modern Britain.
• Pupils learn about diversity, faiths, British values, human rights and online safety.
• The school provides a wide range of activities, visits and pupil leadership roles.
• Pupils are well prepared for transition to secondary school.
• Reading, writing and mathematics curricula are well organised and taught effectively.
• Phonics training and support for pupils needing extra reading help have been strengthened.
• Early years provision is well led, and children settle quickly and learn successfully.
• Leaders identify SEND and other needs early and provide tailored support.
• The Patchwork SEN unit helps pupils with SEND learn alongside their peers.
• Pupil premium funding is used effectively to support disadvantaged pupils.
• Leaders understand the school's strengths and priorities, and governors provide appropriate challenge.
• Staff receive useful training and support, and leaders consider staff wellbeing.
• Most parents value the school and find leaders approachable.

Areas for Improvement

• In a small number of subjects, such as art and design, the knowledge pupils need to learn is not identified clearly enough.
• In these subjects, teaching does not always help pupils build and remember important learning over time.
• Published outcomes for disadvantaged pupils are well below national averages across reading, writing and mathematics.
• Some disadvantaged pupils miss parts of wider lessons while receiving support and develop gaps in wider subject knowledge.
• Adaptations for pupils with SEND in some wider curriculum subjects are not as well developed or consistent as in reading, writing and mathematics.
• Phonics outcomes had declined in recent years, and the impact of current support is not yet reflected in published results.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Rose Hill Primary School attended 95.5% of sessions (the national figure for primary schools was 94.8%). 9.5% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.1% of pupils at Rose Hill Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Rose Hill Primary School had 24.1 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 13.1% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 8.7% of pupils at Rose Hill Primary School were on SEN support (nationally 15.4%) and 5.0% had an education, health and care (EHC) plan (nationally 4.1%).

The school has a SEN unit with 14 pupils.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Rose Hill Primary School received £6,370 and spent £6,673 for each of its 532 pupils. It ended the year with reserves of £223,000 (£418 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Stockport · Stockport local authority: places and applications

What is Rose Hill Primary School's Ofsted rating?

The latest Ofsted rating for Rose Hill Primary School is Expected standard, from an inspection in September 2026.

When was Rose Hill Primary School last inspected by Ofsted?

Rose Hill Primary School was last inspected in September 2026.

How many pupils does Rose Hill Primary School have?

Rose Hill Primary School has 538 pupils on roll.

What age range does Rose Hill Primary School cover?

Rose Hill Primary School for pupils aged 3 to 11.

What are Rose Hill Primary School's SATs (KS2) results?

In 2025, 63% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Rose Hill Primary School?

Rose Hill Primary School is at Elmfield Drive, Marple, Stockport, Cheshire, SK6 6DW.