Wortham Primary School

Inspection of Wortham Primary School Wortham, Bury Road, Diss, Norfolk IP22 1PX

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Inspection dates: 15 and 16 October 2024

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The head of school is Hayley Clarke. There is also an executive headteacher, Claire Flatman, who is responsible for this school and two others. This school is part of All Saints Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Melanie Barrow, and overseen by a board of trustees, chaired by Russell Ayling. 15 and 16 October 2024

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What is it like to attend this school?

Pupils thrive in this supportive and inclusive school. Pupils are happy and love learning because lessons are fun. Interesting experiences bring learning to life. Pupils know that the school wants them to succeed. They flourish with the extra help and support provided when needed. Pupils take pride in their work and are highly motivated to try their best. Many pupils go on to achieve the high standards expected of them. Pupils with special educational needs and/or disabilities (SEND) achieve well from their starting points.

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What is it like to attend this school?

Pupils fully understand the school rules. They behave in an incredibly caring and compassionate manner towards each other. Pupils are kind and sensitive to the feelings of others. Pupils celebrate their differences and achievements. They are unanimous that everyone should be treated fairly and equally. This ethos permeates the school. Consequently, pupils form positive friendships and fallings-out are rare. Older pupils responsibly help younger pupils safely use the outdoor equipment and hammock area.

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What is it like to attend this school?

Pupils debate ideas about how to improve the school as part of the school and eco councils. Pupils gain a strong understanding of sustainability by creating their own compost and making eco-friendly changes to their outdoor area.

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What does the school do well and what does it need to do better?

The school’s curriculum is ambitious and stretches pupils’ learning beyond national expectations. Pupils confidently integrate their knowledge across subjects. Lessons are consistently well organised and engaging. Teachers’ secure subject knowledge allows them to explain new concepts clearly. They regularly check that pupils understand their learning before moving on. Pupils then confidently apply their learning independently. The school identifies children at risk of falling behind and provides extra help, so they catch up.

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What does the school do well and what does it need to do better?

The school makes sure all pupils, including those with SEND, get the support they need to succeed. Pupils with SEND reflect with teachers about what will help them further. The way teachers adapt work to meet individual pupils’ needs is highly effective. This ensures all pupils can access learning with their peers.

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What does the school do well and what does it need to do better?

Pupils are enthusiastic about reading. They delight in the wide range of books, articles and poems they read. These texts prompt deep discussions about social and moral issues. They challenge stereotypes and help pupils appreciate the diverse world they live in.

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What does the school do well and what does it need to do better?

In the early stages of reading, pupils read books matched to the sounds they know. Trained staff provide daily support and practice, helping pupils become confident, fluent readers. This allows them to enjoy learning across the curriculum. Over time, pupils become inquisitive readers and enjoy independent research on various topics of personal interest.

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What does the school do well and what does it need to do better?

Children in the early years get off to an excellent start. High-quality and frequent interactions develop children’s communication and language skills. The organised learning 15 and 16 October 2024

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environment invites children to select materials to be creative. Children show high levels of focus and concentration because experiences spark their curiosity. For example, sensory experiences help develop the foundations for scientific learning. Children learn to understand and name their emotions. Stories help children understand and talk about their feelings and behaviour. This helps them to share equipment and be kind to one another as they play together. This prepares children very well for Year 1.

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Pupils’ behaviour is exemplary. They have highly positive attitudes to their learning and attend school regularly. Pupils consistently follow the school’s rules and routines. The school helps pupils learn how to manage their feelings and emotions. This helps them to maintain positive mental health.

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The school supports pupils’ personal development exceptionally well. Pupils enjoy sharing experiences such as working with wildlife experts and visiting the Anglo-Saxon village. These broaden their horizons and enhance learning. Pupils learn how to manage online risks. Cookery and sewing clubs develop wider skills. All pupils learn the clarinet and guitar. This helps them develop new talents and perseverance. The school’s values are an integral part of pupils’ character development. Pupils are highly respectful. They understand that people may have different opinions, views and ideas. Pupils explore complex topics such as slavery and the civil rights movement. This helps pupils develop their social and moral understanding.

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All leaders, including trustees, ensure that the education the school provides has a positive impact on its pupils. Staff receive effective training that leads to the high-quality teaching pupils receive. Staff appreciate the support leaders provide for their well-being and workload. Parents and carers value the school for its nurturing and supportive environment.

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Safeguarding

The arrangements for safeguarding are effective. 15 and 16 October 2024

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How can I feed back my views?

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). 15 and 16 October 2024

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School details

Headteacher Claire Flatman (Executive Headteacher) Hayley Clarke (Head of School)

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Wortham Primary School converted to become an academy in April 2018. When its predecessor school, Wortham Primary School, was last inspected by Ofsted, it was judged to be outstanding overall.  Wortham Primary school is part of All Saints Schools Trust.  The school does not currently use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 15 and 16 October 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors held meetings with the executive headteacher, the head of school, subject leaders and teaching staff. The lead inspector also met with the CEO, the chair of the trust board and members of the local governing body.  The inspectors carried out deep dives in these subjects: reading, mathematics, history, and design and technology. For each deep dive, inspectors spoke to leaders, visited lessons, spoke with pupils, look at pupils’ work and spoke with teachers and support staff.  The lead inspector also discussed the curriculum in some other subjects at looked at a

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range of pupils’ work.  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.

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Inspection team

Mireille MacRaild, lead inspector His Majesty’s Inspector

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Inspection team

Stephen Cloke Ofsted Inspector 15 and 16 October 2024

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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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