Rosemellin Community Primary School

Rosemellin Community Primary School is an inclusive, welcoming school with a calm and caring culture. Safeguarding standards are met, pupils behave well, attendance is in line with national averages, and the early years, inclusion, personal development and wellbeing all meet the expected standard. Leaders have built strong pastoral support and a broad enrichment offer, and pupils with special educational needs and/or disabilities or disadvantage are well included. The main concern is achievement. Published key stage 2 outcomes in reading, writing and mathematics were below national expectations in 2025, and pupils do not consistently secure the foundational knowledge they need for secondary school. Curriculum and teaching need attention: reading and phonics start well, but the transition to key stage 2 reading and spelling is not mapped, curriculum implementation is inconsistent, and pupils' prior knowledge is not built securely across subjects. Leadership and governance also need attention. Governors and trustees do not yet challenge leaders on achievement precisely enough, and improvement actions are at an early stage and not always timely. The school is part of the Crofty Education Trust and joined in 2016; leaders have begun work to address these issues, but the impact is not yet evident.

Strengths

• Safeguarding standards are met, with an open and positive culture where pupils feel safe.
• Pupils behave well in calm, purposeful classrooms and bullying is rare.
• Attendance rates are in line with national averages and leaders support pupils facing barriers.
• The early years curriculum is coherently planned and delivered with high-quality teaching and care.
• Children's communication and language are prioritised, with effective modelling of vocabulary.
• Inclusion is a clear strength, with prompt identification and effective support for pupils with SEND and disadvantaged pupils.
• Personal development is broad, reflecting local heritage and offering rich enrichment, clubs and trips.
• Pastoral support is effective and helps vulnerable pupils be ready to learn.
• Pupils have a secure start to reading through an effective phonics programme in Reception and key stage 1.
• Year 1 phonics screening and Year 4 multiplication check outcomes were in line with national expectations in 2025.
• Leaders maintain positive relationships with parents, carers and the local community.
• Staff receive meaningful professional development and most feel proud to work at the school.

Areas for Improvement

• Key stage 2 outcomes in reading, writing and mathematics were below national expectations in 2025.
• Pupils do not secure the essential knowledge and skills needed for secondary school.
• Pupils struggle to recall prior learning and build superficial knowledge across the wider curriculum.
• The transition from phonics to key stage 2 spelling and reading is not well mapped, limiting fluency and love of reading.
• Curriculum implementation is inconsistent and the new 'footsteps' are not yet used effectively by pupils.
• Leaders, governors and trustees do not have a precise enough understanding of how well the curriculum meets pupils' needs.
• Governors do not challenge leaders effectively enough about pupils' achievement.
• Improvement actions are at an early stage and not always timely, slowing school improvement.

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 Rosemellin Community Primary School attended 94.6% of sessions (the national figure for primary schools was 94.8%). 12.5% 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, 1.6% of pupils at Rosemellin Community 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 Rosemellin Community Primary School had 21.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 8.4% 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, 22.1% of pupils at Rosemellin Community Primary School were on SEN support (nationally 15.4%) and 3.7% 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 2024–25 Rosemellin Community Primary School received £6,991 and spent £6,749 for each of its 387 pupils. It ended the year with reserves of £183,000 (£472 per pupil).

Across all 17 schools of Crofty Education Trust, income was £7,035 and spending £6,965 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Camborne · Cornwall local authority: places and applications

Rosemellin Community Primary School is part of Crofty Education Trust, which runs 18 schools. The nearest others:

• Roskear Primary & Nursery School Camborne
• Weeth Community Primary School Camborne
• Treloweth Community Primary School Redruth
• Illogan School Redruth
• Pencoys Primary School Redruth
• Portreath Community Primary School Redruth
• Pennoweth Primary School Redruth
• Lanner Primary School Redruth
• Halwin School Helston
• Penpol School Hayle

What is Rosemellin Community Primary School's Ofsted rating?

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

When was Rosemellin Community Primary School last inspected by Ofsted?

Rosemellin Community Primary School was last inspected in February 2026.

How many pupils does Rosemellin Community Primary School have?

Rosemellin Community Primary School has 380 pupils on roll.

What age range does Rosemellin Community Primary School cover?

Rosemellin Community Primary School for pupils aged 4 to 11.

What are Rosemellin Community Primary School's SATs (KS2) results?

In 2025, 46% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Rosemellin Community Primary School?

Rosemellin Community Primary School is at Cliff View Road, Camborne, Cornwall, TR14 8PG.