Rose Hill Primary School

Rose Hill Primary School is a welcoming and caring school where pupils feel safe and are supported by committed staff. Leadership and management are a notable strength: new leaders have acted quickly to address historical staffing challenges, are well supported by the River Learning Trust and local governing board, and have introduced a revised curriculum that is logically sequenced. Early years provision is also strong, with children making a positive start, and the school's resource provision for pupils with SEMH or global delay provides a bespoke curriculum that supports pupils well. Safeguarding is effective. However, the school is not yet delivering consistently well across the curriculum. The revised curriculum is in the early stages of implementation, and teaching is not yet effective enough for most pupils to build a deep body of knowledge. Assessment checks are inconsistent, so teachers often do not identify or address gaps and misconceptions, and pupils do not achieve well in national outcomes. Phonics delivery varies in quality, and some pupils do not make the progress they should in early reading. Disruptive behaviour still occurs in lessons and hampers learning, and too many pupils do not attend regularly enough. Personal development also needs further work. Pupils' understanding of British values and other religions is not sufficiently strong, which limits how well they are prepared for life in modern Britain. The school has clear strategies to support behaviour and attendance and is reviewing wider opportunities such as clubs, but these areas require continued focus. Overall, the school has the right foundations and leadership capacity to improve, but significant work remains to ensure pupils learn and achieve consistently well.

Strengths

• Leadership and management are effective and well supported by the trust and local governing board.
• Safeguarding arrangements are effective.
• Early years provision gives children a positive start and prepares them well for Year 1.
• Pupils with SEND are identified correctly and supported well to succeed.
• The resource provision provides a bespoke curriculum that supports pupils well.
• The revised curriculum is well sequenced and identifies what pupils need to know and remember.
• The school prioritises a love of reading through high-quality texts, library visits and multilingual resources.
• Pupils feel safe, are confident the school will help with issues, and bullying is not tolerated.
• A range of trips and visits broadens pupils' experiences.
• Staff feel supported with their well-being and workload and value trust collaboration.
• The school has taken effective action to address poor behaviour and has clear strategies for more challenging behaviour.
• Leaders work closely with pupils and families to address barriers to attendance.

Areas for Improvement

• The curriculum is in the early stages of implementation and is not taught effectively enough across most subjects.
• Pupils do not develop a deep body of knowledge and do not achieve well in published national outcomes.
• Assessment checks are inconsistent, so key gaps and misconceptions are not identified or addressed.
• Most pupils struggle to remember what they have learned and find their work too confusing.
• Phonics is delivered with varying fidelity and some staff have gaps in phonics subject knowledge.
• Some pupils do not make the progress they should in early reading.
• Disruptive behaviour in lessons persists and distracts pupils from learning.
• Too many pupils do not attend school regularly enough, leading to gaps in learning.
• Pupils' understanding of British values and other religions is not sufficiently strong.
• Some key aspects of the personal development programme are not delivered well enough.
• The school is still reviewing the range of clubs to widen opportunities for pupils.

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 92.9% of sessions (the national figure for primary schools was 94.8%). 25.1% 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, 0.0% 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 13.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 28.7% 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, 16.4% of pupils at Rose Hill Primary School were on SEN support (nationally 15.4%) and 6.7% 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 Rose Hill Primary School received £8,671 and spent £8,166 for each of its 261 pupils. It ended the year with reserves of £54,000 (£207 per pupil).

Across all 30 schools of River Learning Trust, income was £8,007 and spending £7,763 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 Oxford · Oxfordshire local authority: places and applications

Rose Hill Primary School is part of River Learning Trust, which runs 30 schools. The nearest others:

• The Oxford Academy Oxford
• Larkrise Primary School Oxford
• Cheney School Oxford
• Horspath Church of England Primary School Oxford
• New Marston Primary School Oxford
• Bayards Hill School Oxford
• Garsington Church of England Primary School Oxford
• The Swan School Oxford
• Barton Park Primary School Oxford
• Sandhills Community Primary School Oxford

What is Rose Hill Primary School's Ofsted rating?

The latest Ofsted rating for Rose Hill Primary School is Requires Improvement, from an inspection in September 2025.

When was Rose Hill Primary School last inspected by Ofsted?

Rose Hill Primary School was last inspected in September 2025.

How many pupils does Rose Hill Primary School have?

Rose Hill Primary School has 268 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, 34% 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 The Oval, Rose Hill, Oxford, OX4 4SF.