Magdalen Academy

Inspection of Magdalen Academy Park Crescent, Wiggenhall St Mary Magdalen, King’s Lynn, Norfolk PE34 3BU

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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 Good

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Overall effectiveness Good

The headteacher of this school is Louise Arrowsmith. This school is part of Unity Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Glyn Hambling, and overseen by a board of trustees, chaired by Alan Jones. 8 and 9 May 2024

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What is it like to attend this school?

Pupils appreciate being part of this small village school where relationships are strong, and pupils are valued.

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What is it like to attend this school?

Expectations of how well pupils behave are clear and consistent. Pupils are safe and secure. Pupils are polite and calm and follow instructions. The playground is a hive of activity. Younger and older pupils play together happily.

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What is it like to attend this school?

Pupils have a voice in this school. There are different roles and responsibilities for older pupils. House assemblies are pupil-led. House captains develop their confidence and leadership skills. They discuss things they would like to change about their school. Pupils feel listened to.

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What is it like to attend this school?

Pupils are excited by the trips and opportunities offered to them. Leaders have ensured pupils experience opportunities beyond the local community. Coming together with other schools in the trust, pupils compete in sporting events and recently sang at a national arena in London. These opportunities broaden pupils’ horizons and develop their confidence and independence.

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better?

Since the previous inspection, there has been significant staff turnover. The school has ensured that there is ongoing training for all staff so that they teach the intended curriculum across the mixed-age classes. Pupils with special educational needs and/or disabilities (SEND) access the full curriculum.

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better?

Early years has been a priority for leaders. It is now a strength of the school. Children’s steps in learning throughout early years are clear. Children learn the routines straight away. They benefit from learning in a well-resourced outdoor environment. Adults check children’s learning and respond to children’s interests and gaps in learning. The precise curriculum, which staff deliver well, means children achieve highly in early years. They are well prepared for Year 1.

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better?

A strong early reading curriculum is in place. Trained adults typically teach this as intended. Pupils read books matched to the sounds they learn. Staff check how well pupils read regularly. Staff support pupils who fall behind to catch up. Most pupils are successful in becoming fluent readers.

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better?

The planned curriculum means that there is a clear learning journey for pupils. In many subjects, pupils achieve well. However, in mathematics, pupils have gaps in their knowledge as their misconceptions are not always addressed. For example, pupils do not always show secure understanding in their number work and place value. This means that some pupils are not achieving as well as they should in their mathematics lessons. 8 and 9 May 2024

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Support for pupils with SEND is a strength. Their needs are carefully assessed. Staff follow considered plans to meet the needs of pupils. Individual adjustments are made to the classroom environment and learning tasks. Pupils with SEND access the full curriculum alongside their peers.

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Staff manage behaviour well. The school rules are known and applied by staff. Pupils meet the expectations set. Learning proceeds without disruption.

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The school promotes pupils’ all-round development well. Pupils learn about the differences between people and the importance of healthy relationships. Pupils know how to keep themselves safe online. They have a strong understanding of the importance of physical and mental health. This is enhanced by the school’s annual Health and Well-being Week.

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The trust has worked with the school during a period of change. They have supported the school in securing some significant improvement. The trust recognises the need to continue with this work to ensure all pupils learn well across the entire curriculum.

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Staff feel valued and supported at this school. They appreciate the support offered by leaders around their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In mathematics, teachers do not always address misconceptions in pupils’ learning. This means that some pupils have gaps in their learning. The school should ensure that its ongoing training supports teaching staff with their mathematical subject knowledge. This will allow teachers to check and ensure that pupils develop the knowledge and skills they need.

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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. 8 and 9 May 2024

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 May 2024

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School details

Date of previous inspection 29 June 2022, under section 8 of the Education Act 2005

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Information about this school

 Magdalen Academy is part of Unity Education Trust.  School leadership is shared between this school and two others in the trust.  The three schools within the trust run as The Bridges Federation.  The school uses one registered provider of alternative provision.  The school runs a breakfast club and after-school club.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 8 and 9 May 2024

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 Inspectors held meetings with the executive headteacher, the executive deputy headteacher, subject leaders, staff, members of the trust central team, the trust chief executive officer and the chair of trustees.  Inspectors carried out deep dives in these subjects: early reading, mathematics, and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to pupils read with a familiar member of staff.  Inspectors also considered curriculum documentation and spoke to pupils about their learning in geography.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive

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culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documents, including behaviour logs, attendance records, pupil records, records of trust meetings, school development plans and school self-evaluation documents.  Inspectors considered responses to Ofsted’s questionnaire for school staff. Inspectors also met with staff throughout the inspection to gather their views.  Inspectors spoke with pupils throughout the inspection to gather their views.

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Inspection team

Jonny Wallace, lead inspector His Majesty’s Inspector

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Inspection team

Emma Davies Ofsted Inspector 8 and 9 May 2024

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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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