Report Summary for Parents and Carers

Through exceptional leadership and the collective efforts of the school community, improvement at Romilly Primary School happens quickly. The focus on ensuring that pupils receive effective teaching and a curriculum that meets their needs means that most make strong progress in their learning. This includes pupils with additional learning needs (ALN), with English as an additional language (EAL) and those from low-income families. Particularly noteworthy is the rapid progress older pupils make in their writing, where they often produce excellent work.

Teaching develops pupils’ knowledge and skills across the areas of learning and experience well. As a result, most pupils’ progress in literacy and mathematics is strong, and they frequently achieve high standards in their digital, creative and scientific work. Pupils know how to keep themselves safe and healthy, displaying good physical skills. They have the social and emotional skills to prepare them for adult life and appreciate the high levels of care and support that staff provide.

Most pupils love learning and experience high levels of well-being. From a very young age, they have well-developed independent skills, and their behaviour is exemplary. Remarkably impressive is how carefully they listen to feedback from staff and their classmates. They use this to improve their work and are often motivated to return to it to make it even better, when they have learnt new skills or techniques.

The professional relationship between leaders and governors is a significant strength. Together, they manage change very effectively, providing assured and purposeful leadership of the school. Decision-making is thoughtful, strategic and in the best interest of pupils and their families, despite the financial challenges the school faces. Leaders are sensitive in ensuring that cost is not an obstacle to pupils engaging in the full range of learning experiences the school offers. They recognise the complexity of the barriers to pupils attending school and ensure that families receive sensitive, tailored support. As a result, the attendance of pupils eligible for free school meals shows notable improvement.

The school’s self-evaluation activities are robust. Leaders recognise, for example, the need to continue to improve pupils’ listening and speaking skills in the Welsh language. Through high quality professional learning for staff, they ensure that the school focuses its efforts on the aspects of its work that make the biggest difference to pupils’ learning and well-being.

Estyn 2024

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