Acle Academy

Inspection of Acle Academy South Walsham Road, Acle, Norwich, Norfolk NR13 3ER

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Inspection dates: 23 and 24 February 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 23 and 24 February 2022

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What is it like to attend this school?

Pupils say Acle Academy has changed for the better. They value the school’s supportive environment. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND), who experience particularly effective care. Pupils appreciate how leaders support their well-being as they return to school from the pandemic. This helps them feel safe and happy.

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What is it like to attend this school?

Pupils benefit from the high ambition leaders have for their education. Pupils develop rich knowledge because they receive effective teaching. They build their vocabulary and remember what they learn. Pupils develop well-articulated and considered views of their own.

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What is it like to attend this school?

Pupils learn to see beyond the rural context of the Acle community. They enjoy opportunities to build their character, for instance through volunteering for the ‘Pupil Parliament’. They develop their leadership through running the various ‘service areas’. Many pupils enjoy sport, such as competitive sporting fixtures against other schools.

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What is it like to attend this school?

Almost all behaviour is calm and purposeful. However, in a few lessons, some pupils behave less well. The vast majority of pupils are respectful, but pupils say there can occasionally be name-calling and harsh language. When this occurs, leaders and staff challenge it effectively. Pupils understand how leaders are strengthening the culture of behaviour in the school.

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better?

Leaders have planned the curriculum well. They check what pupils know when they come from primary school. Leaders identify what pupils need to learn to be ready for their next stage. Leaders meticulously break down and plan each step of the journey of learning. In physical education (PE), for example, teachers break down skills, such as serving at table tennis, into smaller parts. Pupils learn these skills and then use them with confidence.

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better?

Leaders have trained teachers effectively. Teachers know their subjects well. They are adept at checking whether pupils understand and remember what they learn. If pupils have gaps in what they know, teachers rectify this. In history, for instance, teachers saw gaps in pupils’ knowledge about the Reformation. Teachers retaught this, so pupils could understand the Gunpowder Plot.

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better?

Leaders want all pupils to have the literacy skills they need to succeed in life. Leaders plan carefully how pupils can improve their vocabulary. The weakest readers get the help they need to understand the curriculum.

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better?

Pupils with SEND get strong support. Leaders identify and review the needs of these pupils skilfully. Staff get a wide range of training in how to support specific needs. They support the learning of these pupils effectively. Consequently, pupils with SEND 23 and 24 February 2022

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achieve well. They learn life skills and develop independence, so they are well prepared for their next stage beyond school.

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Leaders know that some pupils have been anxious and unsettled since returning from the pandemic. This has led to a small number of instances of unfocused behaviour in lessons and some unkind language among peers. Leaders seek to help pupils change the underlying reasons for their behaviour. Leaders’ new approach to behaviour is having a positive impact as staff are becoming more familiar with it and continue to apply it consistently.

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Leaders prepare pupils well to engage with the changing, modern world. Pupils learn about healthy relationships and discuss issues such as consent thoughtfully. Pupils get wide-ranging and balanced careers guidance for their next steps.

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Governors are experienced and knowledgeable. The trust and governors monitor leaders’ work on the curriculum closely, and this has been effective in improving the quality of education. Governors work with the trust to check on and challenge leaders’ work to improve behaviour.

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Staff are united with leaders in their drive to improve the school. Staff appreciate the collaborative approach to planning learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a vigilant and committed approach by leaders to keeping children safe. Leaders are tenacious with agencies when they need to seek support for children. Leaders ensure they have all the information they need when making decisions about safeguarding cases. Records are thorough and detailed and show prompt actions. Staff remember their safeguarding training and show confident knowledge about how to keep children safe.

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Safeguarding

The curriculum content ensures pupils are taught a range of ways about how they can stay safe online. Leaders create avenues for pupils’ voice regarding concerns, and as a result pupils feel safe.

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(Information for the school and appropriate authority)

 A small number of pupils experience harsh language, such as name-calling, from their peers. Leaders challenge this, but it occasionally persists. Leaders must identify the cause of this and continue their efforts to change the culture in the school so that pupils consistently treat their peers with respect. 23 and 24 February 2022

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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. 23 and 24 February 2022

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School details

Date of previous inspection 21 June 2019, under section 8 of the Education Act 2005

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Information about this school

 There have been no relevant changes since the previous inspection.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

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Information about this inspection

 Inspectors held meetings with senior leaders, other leaders, staff, pupils and those responsible for governance, including the chair of the trust.  Inspectors carried out deep dives in these subjects: English, mathematics, science, history, PE and computing. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 23 and 24 February 2022

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 Inspectors also looked at curriculum plans and spoke to leaders about some other subjects, particularly art and design and technology.  To inspect safeguarding, inspectors checked the school’s single central record, considered the school’s safeguarding policy and procedures and spoke to leaders, staff, parents and pupils.  Inspectors reviewed the 77 responses that were submitted this academic year by parents to Ofsted’s online questionnaire, Ofsted Parent View, and considered 54 free-text responses submitted during the inspection. Inspectors considered the 48 responses to the staff survey, and the 65 responses to the pupil survey.

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Inspection team

Charlie Fordham, lead inspector Her Majesty’s Inspector

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Inspection team

Lynn Ayling Ofsted Inspector 23 and 24 February 2022

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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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