John of Rolleston Primary School

John of Rolleston Primary School is a community-orientated and inclusive school that is performing at the expected standard across most areas. Inspectors found that most pupils achieve well in reading, writing and mathematics by the end of Year 6, with reading and mathematics outcomes above national averages in 2024/25. The curriculum is coherently planned and sequenced, teaching is generally effective, early years provision is strong, and inclusion is a notable strength. Safeguarding standards are met, and pupils say they feel safe and happy. The school is part of the Central Co-operative Learning Trust, and trust-led professional learning is supporting staff development well. The main area requiring attention is attendance and behaviour, where the school is judged to need attention. While most pupils attend regularly and behaviour is generally positive, support for some pupils to regulate and manage their own behaviour is not adapted quickly enough when their circumstances change. The report also identifies inconsistencies in how well gaps in pupils' knowledge are addressed, the teaching of letter formation and handwriting, the consistency of subject leadership, and the use of assessment to adapt teaching in some subjects. In some subjects, pupils do not achieve as well as they could or produce consistently high-quality work. Overall, this is a solid, inclusive school with effective leadership and strong provision in early years, inclusion and personal development. Leaders know the school well and are taking action on the right priorities, but they need to secure more consistent practice in the areas identified to ensure all pupils achieve as well as they can.

Strengths

• Most pupils achieve well in reading, writing and mathematics by the end of Year 6, with reading and mathematics outcomes above national averages.
• The curriculum is clearly sequenced in each subject, giving pupils coherent learning over time.
• Teaching is generally effective, and adaptive teaching strategies help meet pupils' different needs.
• Early years provision is thoughtfully planned, with strong vocabulary development and a secure start for children.
• Inclusion is a strength: leaders identify barriers quickly and provide effective targeted support for SEND, disadvantaged pupils and those supported by social care.
• Leadership and governance are effective, with a clear vision, high expectations, and strong trust-led professional learning.
• The personal development and wellbeing programme is broad and well considered, with strong pastoral support and wide extra-curricular opportunities.
• Safeguarding standards are met; pupils feel safe, happy and well cared for, and bullying is rare.
• Behaviour is generally positive, with calm social times, well-established routines and reducing suspensions.
• Pupils benefit from leadership roles and enrichment visits, including residential and cultural opportunities.

Areas for Improvement

• Attendance and behaviour is the only area needing attention; support for some pupils to regulate and manage behaviour is not adapted swiftly enough.
• Pupils with changing circumstances do not consistently receive swift and effective support to manage their own behaviour.
• Staff do not consistently address gaps in pupils' knowledge and understanding.
• There is no common approach to securing basic letter formation and handwriting, and teaching of this is not consistently effective.
• In some subjects, pupils do not achieve as well as they could and do not produce consistently high-quality work across the curriculum.
• Assessment information is not used consistently enough in some subjects to adapt teaching when learning is less secure.
• Subject leaders do not yet make a consistently positive contribution to their areas of responsibility.
• Some aspects of personal development are not deeply embedded.
• Leaders know there is more to do to close gaps in younger pupils' reading, writing and mathematics.

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 John of Rolleston Primary School attended 95.3% of sessions (the national figure for primary schools was 94.8%). 8.2% 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, 2.0% of pupils at John of Rolleston 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 John of Rolleston Primary School had 19.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 2.3% 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, 17.6% of pupils at John of Rolleston Primary School were on SEN support (nationally 15.4%) and 0.6% 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 John of Rolleston Primary School received £6,063 and spent £6,174 for each of its 342 pupils. It ended the year with reserves of £129,000 (£376 per pupil).

Across all 9 schools of Central Co-Operative Learning Trust, income was £6,831 and spending £6,583 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 Burton-On-Trent · Staffordshire local authority: places and applications

John of Rolleston Primary School is part of Central Co-Operative Learning Trust, which runs 9 schools. The nearest others:

• Outwoods Primary School Burton-On-Trent
• Burton Fields School Burton-On-Trent
• William Shrewsbury Primary School Burton-On-Trent
• Grange School Burton-On-Trent
• Redbrook Hayes Community Primary School Rugeley
• Brownhills West Primary School Walsall
• Greenfield Primary School Walsall
• Blackwood School Sutton Coldfield

What is John of Rolleston Primary School's Ofsted rating?

The latest Ofsted rating for John of Rolleston Primary School is Needs attention, from an inspection in June 2026.

When was John of Rolleston Primary School last inspected by Ofsted?

John of Rolleston Primary School was last inspected in June 2026.

How many pupils does John of Rolleston Primary School have?

John of Rolleston Primary School has 335 pupils on roll.

What age range does John of Rolleston Primary School cover?

John of Rolleston Primary School for pupils aged 5 to 11.

What are John of Rolleston Primary School's SATs (KS2) results?

In 2025, 80% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is John of Rolleston Primary School?

John of Rolleston Primary School is at Chapel Lane, Rolleston-on-Dove, Burton-on-Trent, Staffordshire, DE13 9AG.