Drake Primary School

Inspection of Drake Primary School Fairfields, Croxton Road, Thetford, Norfolk IP24 1JW

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Inspection dates: 16 and 17 November 2021

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding 16 and 17 November 2021

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What is it like to attend this school?

Pupils are happy and safe. They treat each other with respect and kindness. Pupils conduct themselves well in lessons and at breaktimes. They recognise that everyone is unique. One pupil said, ‘We are all special for who we are.’

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What is it like to attend this school?

Pupils do their best to the meet the high standards set by their teachers. Pupils learn in a calm, inviting environment. Pupils know what bullying is. They know that if it happens, staff will intervene and stop it.

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What is it like to attend this school?

Pupils work hard. Their positive attitudes towards learning start in the early years. Pupils are tolerant and accepting. They understand people are different. They are respectful of other beliefs and opinions.

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What is it like to attend this school?

Pupils play an active part in the life of the school. They are keen to be involved with projects that matter to them. For example, the school nutrition action committee has been set up to make the school a healthier place.

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better?

Leaders have managed a successful transition from an infant to a primary school. They have designed an ambitious curriculum for pupils to experience from Reception to Year 6. Leaders draw on specialist knowledge to enrich the curriculum, such as the local research institute who help with science.

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better?

Leaders prioritise pupils’ personal development. They are determined that pupils are thoroughly taught about looking after themselves and their mental health. Leaders make sure that pupils expect the most of themselves. They teach them about role models who have contributed to society. Pupils are inspired by the pioneers their classes are named after, such as the mathematician, Turing.

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better?

Leaders know what pupils need to learn and when to teach it. The curriculum has been organised so pupils build knowledge step by step. Pupils are well prepared for the next stage of their education. In early years, children enjoy their learning. The curriculum for the youngest children is well designed and children are being well prepared for the next stage of their education.

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better?

Teachers check what pupils know and do not know. In lessons, they quickly spot if pupils do not understand what is taught. They make sure pupils have grasped what is taught before moving on. If pupils fall behind, teachers make sure that pupils receive the extra help needed. In a small number of subjects, teachers have weaker knowledge about what is needed to be taught. In these subjects, pupils do not achieve as well as they could.

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better?

Reading is a priority. From early on in Reception, children are taught the sounds letters make. They learn how to put sounds together to read words and quickly develop early reading knowledge. Teachers make sure pupils have a lot of 16 and 17 November 2021

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opportunities to practise their reading. Pupils apply what they know so they can read fluently. Teachers regularly check pupils’ reading. If pupils are not keeping up, teachers make sure pupils are quickly supported to get back on track. Teachers choose books for pupils that are matched to their knowledge and interests. Pupils are inspired to read by hearing their favourite books read aloud in class. Older pupils enjoy reading and do so with confidence.

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Leaders are determined that pupils with special educational needs and/or disabilities (SEND), including those attending the specialist resource base, receive an ambitious curriculum. All pupils have access to a broad range of activities. However, pupils’ individual support plans occasionally do not include clear actions and targets that meet individual needs.

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Leaders provide a wide range of trips and opportunities. They are keen to give pupils experiences that will excite and interest them. For example, pupils regularly receive outdoor lessons, where they can explore the natural world. Pupils are given the chance to work with experts such as musicians.

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Governors know the school well. They are keen to support leaders to improve. They are not afraid to ask challenging questions which hold leaders to account. They perform their statutory duties well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The school has rigorous systems in place to keep pupils safe. Leaders keep detailed records. They are tenacious in following up concerns, so pupils receive the help they need. They work closely with other agencies to make sure vulnerable pupils receive the right support.

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Safeguarding

Staff are well trained. They understand the risks pupils may face as they grow up, both online and offline. They know what do if they have a concern.

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Safeguarding

Pupils say they feel safe. They talk confidently about what they learn in lessons and assemblies, such as bullying, harassment and online safety.

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(Information for the school and appropriate authority)

 In a small number of subjects, teachers’ subject knowledge is not as strong as it could be. Pupils are not being taught the key knowledge needed to improve. Leaders need to ensure that pupils learn the right knowledge in all subjects to deepen and secure understanding.  Some individual support plans for pupils with SEND do not include specific enough targets and actions. As a result, pupils do not receive the most appropriate 16 and 17 November 2021

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teaching that helps them build the knowledge they require. Leaders should ensure that the curriculum for pupils with SEND is matched to individual need and supports appropriate knowledge acquisition.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 16 and 17 November 2021

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School details

Inspection number 10200448 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 8 and 9 October 2013

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Information about this school

 The school has changed from an infant to primary school since the most recent inspection.  This is a larger than average primary school.  A new headteacher has been appointed since the last inspection.  Drake Primary School hosts a specialist resource base, primarily for pupils with autism. This is a local authority provision. The base provides additional support for pupils from Reception to Year 6.  A separately registered childcare provision for two-, three- and four-year-old children is based in Drake Primary School. The setting also provides extended day care services. It is run on behalf of Drake Primary School Governing Body.  The school currently uses one registered alternative provider.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005. 16 and 17 November 2021

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors met with senior leaders, including the special educational needs coordinator, specialist resource base leader and pastoral leaders. They spoke with four representatives of the local governing body, including the chair of the governing body. They met with teachers, support staff and pupils. An inspector also spoke with a representative from the local authority.  The inspection team did deep dives in early reading, mathematics, personal, social, health and economic education and design technology. They discussed the curriculum with subject leaders, teachers and pupils, visited lessons and looked at samples of pupils’ work, and listened to pupils reading.  Inspectors considered the 87 responses to Ofsted’s Parent View questionnaire,

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including 62 free-text comments. They also took account of the views of staff and pupils that were gathered throughout the inspection.  The inspectors looked at the single central record of recruitment and vetting checks and spoke to leaders, teachers, governors, and pupils about safeguarding.  There were no responses to the questionnaire for pupils and staff.

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Inspection team

Judith Sumner, lead inspector Ofsted Inspector

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Inspection team

Julie Ingram Ofsted Inspector 16 and 17 November 2021

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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