Angel Road Infant School

Inspection of Angel Road Infant School Angel Road, Norwich, Norfolk NR3 3HR

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement

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The school is part of the Evolution Academy Trust, which means that other people in the trust also have responsibility for running the school. The headteacher of this school is Edward Savage. The trust is run by the chief executive officer (CEO), Dr Craig Avieson, and overseen by a board of directors, chaired by Drew Whitehead. 20 and 21 May 2025

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What is it like to attend this school?

Pupils are warmly welcomed when they arrive at school each day. They enjoy attending and feel very safe. Staff prioritise getting to know pupils as individuals. Pupils benefit from this care and compassion. They trust adults to help them with their learning or when they have a worry or concern. Pupils feel included and no one is left out.

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What is it like to attend this school?

Pupils are enthusiastic learners and are keen to talk about what they know. They find lessons interesting. They ask relevant questions and enjoy classroom discussions. From the start of Nursery, children begin to develop their vocabulary and their understanding of how language works. This supports them when they learn to read.

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What is it like to attend this school?

Pupils’ attitudes to learning, and their behaviour around the school, are generally positive. Behaviour during playtime is calm and pupils interact well with each other. They enjoy playing games and taking part in group activities.

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What is it like to attend this school?

Outside the classroom, pupils take part in various clubs and trips and take on leadership roles. These experiences help them to build their confidence and social skills. Pupils contribute to school life. They learn to respect others and to celebrate different cultures. Pupils develop into independent learners. They are ready for their next steps.

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

The school’s curriculum clearly sets out what pupils should learn. It identifies and develops common themes across subjects that pupils learn over time. This starts from the beginning of the early years, where children get off to a positive start to their learning journey. However, pupils still have gaps in their knowledge. They are not always able to reflect on previous learning in enough depth. This is because the school does not consistently adapt the work pupils are given precisely enough.

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

Reading is a high priority. Phonics is taught consistently well. Staff have the expertise to teach it effectively. They closely monitor pupils’ progress. Pupils who fall behind are provided with effective targeted support delivered by well-trained staff. This helps them to catch up. Reading books are at the correct level of challenge. They help pupils to become fluent and confident readers.

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

Pupils with special educational needs and/or disabilities (SEND) have their needs identified promptly. Staff accurately identify the specific support that each pupil requires. They adapt activities for pupils with SEND to ensure that all pupils access the same curriculum. They work closely with external agencies to seek guidance and support to help meet any pupils’ extra individual needs. Staff continually encourage parents to be involved with their child’s learning. For example, parents’ views are considered when reviewing the support in place for pupils with SEND.

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

Children in the early years are happy, confident and eager to learn. The environment in both the Nursery and Reception classrooms is calm and well organised. To develop curiosity, children are encouraged to explore new things and ask questions. Staff support 20 and 21 May 2025

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language development through effective interactions. Routines are quickly established, and these support positive behaviour. Children learn to take turns and work together. Staff regularly assess what children know and can do. They use this information to inform future teaching priorities. Children leave the setting appropriately prepared for the next stage of their education.

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The school places a high priority on attendance. Procedures and expectations have been strengthened and are regularly shared with parents. For pupils whose attendance falls below the school’s expectations, staff work in partnership with parents and offer support and help. As a result, attendance rates have improved. Pupils understand and follow the school rules. They know they should be ‘ready, respectful and safe’.

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The school provides a well-planned programme for personal, social and health education. Pupils learn about healthy relationships, how to stay safe and the importance of physical health. This prepares them well as they move on to key stage 2. There is a wide range of enrichment clubs, including athletics, dodgeball and Portuguese club.

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The trust and governors have worked hard to help improve the quality of education for all pupils. For example, a wide range of professional development for staff has focused on phonics, pupils with SEND and early years. This has improved staff’s confidence and knowledge. The school and trust work well together to provide support and challenge, ensuring that the school continues to improve. Governors regularly review staff’s workload and well-being. Staff appreciate this support.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school does not adapt the work pupils are given with sufficient precision. As a result, some pupils do not learn and remember essential knowledge with enough depth. The school should ensure that teachers have the knowledge they require so that they can precisely adapt the work given to pupils across the curriculum.

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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. 20 and 21 May 2025

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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). 20 and 21 May 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 21 and 22 September 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Evolution Academy Trust.  The school uses one registered alternative provider.  The school provides before- and after-school 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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 20 and 21 May 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The lead inspector met with governors, including the chair and vice-chair, and trust leaders, including the CEO.  Inspectors met with the headteacher, the deputy headteacher, school leaders, staff and pupils.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the curriculum in some other subjects.  The lead inspector listened to pupils in Years 1 and 2 read to a familiar adult.  Inspectors observed pupils’ behaviour in lessons and around the school site.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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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.  Inspectors considered responses to Ofsted’s pupil and staff surveys. They also considered responses to Ofsted’s online survey, Ofsted Parent View, including the free- text comments.

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Inspection team

Benjamin Axon, lead inspector His Majesty’s Inspector

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Inspection team

Tracy Warner Ofsted Inspector 20 and 21 May 2025

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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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