Rosliston CofE Primary School

Rosliston CofE Primary School is a small, caring school where pupils are happy, feel safe and are respectful. Safeguarding is met, and the personal development offer is a notable strength: pupils learn about values, difference and community through assemblies, trips, visits and leadership roles. Attendance is regular, and leaders are committed to improvement and support staff well. However, most areas of the school's work need attention. Too many pupils do not secure the basic reading, writing and mathematics skills they need, writing outcomes at the end of key stage 2 are consistently below national averages, and disadvantaged pupils' outcomes are weak. The wider curriculum is uneven, and too many pupils are not well prepared for secondary school. Teaching and support are not yet consistently strong. Staff do not routinely spot and address misconceptions or adapt learning for pupils with SEND, and early years practice does not focus sharply enough on communication and language. Behaviour has become a concern: low-level disruption has increased and the revised policy is not applied consistently, so learning time is sometimes lost. The school has faced recent community changes and a rise in pupils starting with barriers to learning, and it has a new headteacher. Leaders understand the priorities and have strengthened SEND systems and training, but their focus is not sharp enough and governors do not provide sufficient strategic oversight, including of the pupil premium strategy. Improvements are under way, including clearer curriculum planning, more staff training and some effective practice in art and design. These are not yet embedded consistently across the school, and the quality of support varies. Leaders now need to secure basic skills, strengthen early years language provision, implement support plans consistently, apply the behaviour policy reliably and improve governance so that all pupils, especially disadvantaged pupils and those with SEND, achieve well.

Strengths

• Safeguarding standards are met, with an open culture in which concerns are identified and acted upon.
• Pupils are happy, feel safe and trust staff to listen and act on their worries.
• Pupils are respectful, calm around school and generally behave well at playtimes.
• Attendance is regular, and leaders work successfully with families and agencies to remove barriers.
• The personal development offer is positive and helps pupils understand British values, difference and community.
• Leaders provide leadership roles, trips and visits that build responsibility and aspiration.
• Leaders have clarity of purpose, are committed to improvement and staff feel well supported.
• The curriculum sets out key knowledge, skills and vocabulary, with positive impact in art and design.
• Early years has positive adult-child relationships and clear routines.
• Leaders identify pupils' needs well and have strengthened SEND systems and support plans.
• Support for some pupils, including those who speak English as an additional language, is effective.

Areas for Improvement

• Too many pupils lack secure basic skills in reading, writing and mathematics.
• Writing outcomes at the end of key stage 2 are consistently below the national average.
• Disadvantaged pupils' outcomes in reading, writing and mathematics are below the national average.
• Pupils' wider curriculum knowledge and quality of work are inconsistent.
• Too many pupils are not well prepared for secondary school.
• Low-level disruption has increased, and staff do not apply the behaviour policy consistently.
• Leaders do not focus sharply enough on the most important priorities, including disadvantaged pupils.
• Governors lack strategic oversight and sufficient challenge and support, including of pupil premium.
• Teachers do not consistently identify misconceptions or adapt tasks to meet pupils' needs.
• Early years provision does not focus sharply enough on communication and language.
• Support for pupils with SEND is inconsistent and tasks do not routinely align with support plans.
• Recent challenges have limited clubs and wider opportunities, particularly for disadvantaged pupils and pupils with SEND.
• Staff need greater expertise to ensure pupils achieve well, especially disadvantaged pupils and those with SEND.

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 Rosliston CofE Primary School attended 95.3% of sessions (the national figure for primary schools was 94.8%). 7.9% 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, 1.4% of pupils at Rosliston CofE 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 Rosliston CofE Primary School had 19.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 18.9% 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, 21.8% of pupils at Rosliston CofE Primary School were on SEN support (nationally 15.4%) and 1.3% had an education, health and care (EHC) plan (nationally 4.1%).

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 Rosliston CofE Primary School received £7,454 and spent £7,990 for each of its 78 pupils. It ended the year with a deficit of £51,000 (-£648 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 Swadlincote · Derbyshire local authority: places and applications

What is Rosliston CofE Primary School's Ofsted rating?

The latest Ofsted rating for Rosliston CofE Primary School is Needs attention, from an inspection in February 2026.

When was Rosliston CofE Primary School last inspected by Ofsted?

Rosliston CofE Primary School was last inspected in February 2026.

How many pupils does Rosliston CofE Primary School have?

Rosliston CofE Primary School has 78 pupils on roll.

What age range does Rosliston CofE Primary School cover?

Rosliston CofE Primary School for pupils aged 4 to 11.

What are Rosliston CofE Primary School's SATs (KS2) results?

In 2025, 57% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Rosliston CofE Primary School?

Rosliston CofE Primary School is at Main Street, Rosliston, Swadlincote, Derbyshire, DE12 8JW.