Forncett St Peter Church of England Voluntary Aided Primary School

Inspection of Forncett St Peter Church of England Voluntary Aided Primary School Aslacton Road, Forncett St Peter, Norwich, Norfolk NR16 1LT

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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

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 10 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. School 16 and 17 July 2024

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What is it like to attend this school?

The school’s motto: ‘Be yourself, be your best self’ encourages pupils to persevere and be kind. Pupils like the certificates they receive for their efforts. This helps pupils develop positive attitudes to learning so that they achieve well. There are warm relationships between staff and pupils. Pupils are happy and safe. They know teachers listen to any worries or concerns they may have and deal with them quickly.

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What is it like to attend this school?

Leadership roles develop pupils’ sense of responsibility. Younger pupils aspire to be a member of the ‘shed crew’, to set up lunchtime activities and help in the dining hall. This makes lunchtime fun and sociable. Pupils are proud to contribute to the life of their school. Inter-school sports events develop pupils’ resilience and stretch their talents. Pupils enjoy the daily run and morning movement sessions. They know these benefit their physical and mental health.

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What is it like to attend this school?

Pupils experience well-planned activities such as kayaking, orienteering and rock climbing. These broaden their horizons and boost their confidence. Older pupils enthuse about their participation in the end of year play. They are proud of the courage they have to present to a large audience.

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better?

The school’s ambition for pupils is reflected in the carefully planned curriculum. This sets out the key knowledge and vocabulary pupils will learn. Pupils integrate what they have previously learned into new ideas and concepts. This makes learning interesting and memorable. Pupils learn well because teachers present information clearly. Teachers check pupils’ work against intended success criteria. This identifies any gaps in pupils’ learning so the school can give pupils extra help or practice.

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better?

The support pupils get to learn to read helps them greatly. This is because well- trained staff teach the established phonics programme consistently effectively. Teachers discuss the books they share with pupils. They make sure pupils understand the meaning of new words. Pupils read books matched to sounds they already know. Frequent reading ensures pupils become confident and fluent readers. As pupils develop fluency they read with enthusiasm and gain a love for reading new books.

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better?

Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. A wide range of additional support improves pupils’ social, emotional and mental health. Pupils with SEND access learning with their peers. Teachers know these pupils well. This helps them to identify pupils’ needs accurately. Work planned for pupils matches the ambition of the curriculum. However, there are instances when teaching for lower-attaining pupils and pupils with SEND is not adapted precisely enough. This means they do not always achieve the intended learning. School 16 and 17 July 2024

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Children in Reception are well prepared for the work they will encounter in Year 1. The development of children’s communication, language and early reading skills is prioritised. Children learn songs and rhymes. They practise using their phonics knowledge in their writing. They persevere as they try hard to write letters accurately. Children practise their balance and coordination outside on the planks and rope swing. Staff support and guide children so that they develop independence and new skills. Children learn positive social skills. These enable them to play well together on collaborative tasks. They build models and share equipment. This helps them express their thoughts and ideas.

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The school has high expectations for pupils’ behaviour and conduct. The school takes pupils’ use of derogatory language and poor behaviour seriously. Pupils say bullying is rare. If it happens, the school deals with it quickly. In some circumstances, communication with parents has not successfully given them confidence in how the school manages pupils’ behaviour.

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The school promotes pupils’ personal development well. Pupils organise events to raise funds for school and their chosen charity. This develops their economic awareness. First-aid sessions give pupils confidence to respond in an emergency. Pupils know their opinions and beliefs may differ from those of others. They learn that everyone is unique and accept difference in a positive way. Pupils enjoy visits to different places of worship, a local fen and museums. These enrich pupils’ learning and broaden their horizons.

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Leaders know the school well. They create a positive culture of professional development and improvement to benefit pupils. Many parents recognise the strengths in the school. However, the school has not ensured that all parents understand and have confidence in how it manages behaviour and pupils’ learning.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not successfully communicated the approaches it has taken to keep the curriculum up to date and improve behaviour systems. This means some parents do not understand, and/or lack confidence in, how the school manages these. This makes it harder for those parents to positively engage with the school and their child’s learning. The school needs to address the way it engages with the community to enable effective engagement with the school for the benefit of pupils.  Teachers do not always make precise adaptations to teaching for some lower- attaining pupils and pupils with SEND. As a result, these pupils do not make the progress in their learning that they could. Leaders should ensure teachers make School 16 and 17 July 2024

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appropriate adaptations to lessons so that all pupils achieve the intended aims and ambitions of the curriculum.

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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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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). School 16 and 17 July 2024

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School details

Appropriate authority The governing body

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School details

Chairs of governing body Danielle Broughton and Ben Stodel

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School details

Website https://www.forncett.norfolk.sch.uk/

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School details

Dates of previous inspection 5 and 6 June 2014, under section 5 of the Education Act 2005

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Information about this school

 This school is a Church of England school. The last section 48 inspection took place in March 2020. The next section 48 inspection should take place within five years of this inspection.  This school uses one registered alternative provider to support pupils.

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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.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, the deputy headteacher, the SEND coordinator, relevant subject leaders, representatives from the school’s governing School 16 and 17 July 2024

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body, including the chairs and the vice-chair, and a representative of the local authority.  The inspectors carried out deep dives into these subjects: early reading, geography, mathematics and design and technology. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspectors also spoke to leaders about the curriculum in some other subjects, looked at a sample of pupils’ work across year groups and observed pupils reading.  To evaluate the effectiveness of safeguarding, the 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 culture around safeguarding that puts pupils’ interests first.  The 59 responses to Ofsted Parent View, including free-text comments and letters

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provided to the inspectors, were considered as part of the inspection.

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Inspection team

Mireille MacRaild, lead inspector His Majesty’s Inspector

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Inspection team

Imran Khan Ofsted Inspector School 16 and 17 July 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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