Colman Junior School

Inspection of Colman Junior School South Park Avenue, Norwich, Norfolk NR4 7AU

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The quality of education Good Behaviour and attitudes Good Personal development Good

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Leadership and management Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The executive headteacher of this school is Georgia Guy. The school is part of the Unity Schools Partnership, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tim Coulson, and overseen by a board of trustees, chaired by Christine Quinn. The executive headteacher is responsible for this school and two other schools. 10 and 11 June 2025

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What is it like to attend this school?

Pupils thrive in this friendly and supportive environment. Staff encourage and care for pupils well. Pupils know they can rely on trusted adults to listen and resolve any concerns they may have. They feel safe and valued here.

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What is it like to attend this school?

Many pupils did not achieve well in the 2024 published outcomes. However, since the school has joined the trust, staff have raised their expectations. Pupils now successfully learn the knowledge set out in the school’s ambitious and well-planned curriculum. The school remains committed to further raising pupils’ achievement across all subjects.

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What is it like to attend this school?

Behaviour is generally positive. In lessons, pupils are focused and engaged in their learning. The school rules and values are clear. All pupils follow the ‘Colman Way’, to be ready, respectful and safe. Pupils understand the importance of these values because staff consistently promote them.

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What is it like to attend this school?

Pupils frequently take part in a variety of interesting and carefully planned enrichment activities. These activities enable pupils to develop their talents and interests in sport, music, languages and science. Opportunities are rotated throughout the year. This gives pupils the chance to try something new. Pupils value these experiences. They help to develop their self-esteem and confidence.

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

The school has recently gone through a period of change. The trust has ensured that the school received appropriate support during this time.

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

The school has implemented a new and ambitious curriculum. It helps pupils build on their prior knowledge over time. The curriculum is carefully sequenced. Essential knowledge has been identified in each subject. Teachers have undertaken a range of effective training. They are continually developing their skills and knowledge to teach the curriculum well. However, some pupils still have gaps in their spelling knowledge and are developing their handwriting skills. These gaps limit pupils’ ability to write with accuracy and clarity.

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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) receive appropriate support. The school accurately identifies pupils’ additional needs. Pupils with SEND fully access the same ambitious curriculum as their peers. Teachers adapt their delivery of the curriculum and provide extra support when needed. For example, some pupils benefit from using visual resources or receive extra support from additional adults. The school also uses guidance and support from external agencies to help meet pupils’ individual needs.

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

Reading sits at the heart of the curriculum. Pupils read and listen to a wide range of carefully chosen texts that develop their curiosity. For example, one pupil said, ‘I love to imagine I’m the main character as I read the book.’ Reading lessons help pupils to 10 and 11 June 2025

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develop their fluency and comprehension skills. Over time, pupils become increasingly fluent and accurate readers.

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The school has placed a high focus on establishing a positive and calm learning environment. Staff have high expectations of pupils’ behaviour and conduct. Lessons are rarely disrupted because pupils understand what is expected of them. Around the school, pupils are typically polite to adults. This is because the school is relentless in helping pupils to make the right choices. Pupils’ attendance is improving. The school closely monitors attendance and identifies any patterns in pupil absence. Effective support is provided to pupils and their families when needed.

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The school’s values are promoted through its personal, social, health and economic education programme. Pupil leadership roles help to develop pupils’ teamwork, communication and resilience skills. The Colman personal development journey promotes the importance of being brave, curious and respectful.

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The trust supports and challenges the school effectively. School leaders are determined for every pupil to achieve their best. They are relentless in this ambition. Staff are very positive about working at the school. They feel well supported by both the school and the trust.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils have gaps in their foundational knowledge of handwriting and spelling. These gaps limit pupils’ ability to write with accuracy and clarity. The school should ensure that pupils are supported to build the knowledge and skills they need to develop their writing accuracy and proficiency in spelling and handwriting so that their writing ability improves in all subjects.

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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. 10 and 11 June 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). 10 and 11 June 2025

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School details

Appropriate authority The board of trustees

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School details

Headteacher Georgia Guy (executive headteacher)

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school joined the Unity Schools Partnership Trust in April 2024.  Since the previous inspection, the head of school and executive headteacher have been appointed.  The school uses one unregistered alternative provision.  The school provides a specially resourced provision for deaf pupils. There are six places across the infant and junior school. Pupils are taught in the year group relevant to their age.

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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 10 and 11 June 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first graded 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 inspector met with representatives from the local governing body and trust leaders including the trust CEO.  Inspectors met with the executive headteacher, the head of school, school leaders, staff, parents and pupils.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. 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.  The lead inspector listened to pupils in all year groups read to a familiar adult.

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 The inspector looked at records of pupils’ attendance and behaviour. They observed pupils’ behaviour in lessons and around school and spoke with them about behaviour, bullying and welfare.  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.  Inspectors considered responses to Ofsted’s pupil and staff surveys. They also considered responses to Ofsted’s online survey for parents and carers, 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

Amy Luu Ofsted Inspector 10 and 11 June 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 looked-after children, safeguarding and child protection.

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