Drake Primary School

Drake Primary School

Address: Fairfields, Croxton Road, Thetford, Norfolk, IP24 1JW Unique reference number (URN): 120995

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Children build strong relationships with staff and school leaders. Staff know children very well and create a highly nurturing environment. This helps children to feel safe and ready to learn.

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Early years Strong standard

Leaders have meticulously designed a curriculum that develops children's language, vocabulary and important knowledge to prepare them exceedingly well for key stage 1. Carefully chosen texts support children's emerging reading and writing skills. Handwriting sessions help children learn correct letter formation.

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Early years Strong standard

Phonics is taught very well. Staff follow a consistent approach and model sounds accurately. Children make strong phonics progress as they journey through the year. Pupils can read confidently and with fluency. Leaders continually assess what pupils know and remember. They act quickly and provide targeted support if children have gaps in their knowledge. This support ensures children progress very well.

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Early years Strong standard

Children make impressive progress through the curriculum. Learning activities are thoughtfully designed to provide children with multiple opportunities to explore, practise and extend their learning. Staff check children’s understanding precisely and use this information to address any gaps in their knowledge. Staff interact skilfully with children during play to deepen their thinking and develop their vocabulary.

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Early years Strong standard

Staff work closely with parents and carers, sharing regular updates about learning and offering guidance to support children at home.

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Personal development and wellbeing Strong standard

Leaders place a strong emphasis on pupils’ personal development. Leaders provide an aspirational curriculum for personal, social and health education. This curriculum ensures that pupils, including those with special educational needs and/or disabilities and pupils who are disadvantaged, are incredibly well prepared for life in modern Britain.

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Personal development and wellbeing Strong standard

Pupils have a deep understanding about diversity, equality and fundamental British values through assemblies, class discussions and events. The 'diversity council' helps pupils understand different cultures, communities and experiences. Visiting speakers further enhance the quality of the curriculum. Pupils learn about other faiths and local services. This work strengthens pupils’ understanding about their community and the wider world.

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Personal development and wellbeing Strong standard

The school offers a rich range of wider opportunities. Pupils greatly benefit by taking part in sport, music, cookery, art, outdoor learning and a range of clubs. Leaders track pupil participation and adjust clubs to ensure all pupils attend at least one club across each year. Curriculum ‑ linked visits are strategically planned and deepen pupils’ understanding, such as trips to places of historical interest.

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Personal development and wellbeing Strong standard

The pastoral team provides expert support. Pupils greatly benefit from tailored help, including social and emotional support. The impact of this support is regularly reviewed and

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Expected standard

adjusted. Staff work with leaders and external agencies to ensure support is timely and effective.

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Expected standard

Pupils develop highly detailed knowledge about relationships, health and how to keep safe online. They use the school's systems, such as worry boxes, to express any concerns they may have. Pupils' learning is deepened through connections across different aspects of the personal development programme. They explain their learning in detail and are very reflective during discussions.

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Expected standard

The impact of the personal development programme is evident in pupils’ behaviour and attitudes. Pupils show independence, cooperation and respect. They approach learning with confidence and engage extremely well with others. They learn and embed the skills and values they need for when they transition to secondary school and beyond.

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Attendance and behaviour Expected standard

Pupils' attendance is broadly in line with the national averages. Leaders track absence carefully and identify any pupils who need additional support to come to school. Leaders work well with families and external agencies to improve persistent absence, including for pupils with special educational needs and/or disabilities. Part ‑ time timetables are monitored closely so that pupils return to full-time education as soon as possible.

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Attendance and behaviour Expected standard

Pupils typically behave well throughout the school day. They understand the school's rules and they follow them. Staff model positive interactions and maintain consistent routines. They consistently use the school's agreed approaches to managing behaviour, such as praise and reminders, to reinforce their expectations. Pupils say bullying is rare. Staff deal with such concerns, including any discriminatory behaviour, quickly and fairly.

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Attendance and behaviour Expected standard

Pupils with additional needs receive tailored support to help them behave well. Staff are adept at supporting pupils to manage their emotions and return to learning quickly. Leaders work with families and external agencies to provide effective support. Suspensions are used appropriately and reintegration plans help pupils make a positive return to school.

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Attendance and behaviour Expected standard

Relationships between staff and pupils are respectful. In turn, pupils learn to play well together, share equipment and talk kindly to each other. This helps to maintain a calm school environment.

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Inclusion Expected standard

Leaders are committed to providing an inclusive education for every pupil. Staff identify pupils’ individual needs promptly. This includes any special educational needs and/or disabilities (SEND) and any other barriers to learning or wellbeing that pupils may face. Staff typically have a thorough understanding of pupils' needs and use this information to make appropriate adaptations so pupils can access learning successfully.

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Needs attention

The school’s specially resourced provision for pupils with SEND (specially resourced provision) is a notable strength. It provides highly effective support for pupils with autism. Pupils spend time both in the specially resourced provision and in their mainstream classes. Staff meet pupils' varied needs skilfully and with sensitivity.

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Needs attention

Leaders monitor pupils’ progress and evaluate the impact of the support that is in place. Staff ensure that this support remains well matched to individual pupils' needs. They work closely with families and external agencies. For example, speech and language therapists help to shape the support that some pupils receive. Leaders make suitable use of alternative provision. They maintain clear oversight of pupils’ welfare, safeguarding and learning.

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Needs attention

Additional funding is used wisely to ensure that disadvantaged pupils do not miss out. For example, leaders offer effective pastoral support and reduce barriers to activities such as trips and sporting activities.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and weaknesses. Recently, leaders have taken appropriate action to address these weaknesses. They rigorously monitor the impact of their actions so that improvement plans can be adjusted if needed. Leaders' priorities for improvement have been decided with the best interests of pupils in mind. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders' actions have been particularly successful in ensuring that the personal development offer and the early years provision are of a high quality. That said, leaders' work to improve the curriculum and teaching is at an early stage. It is too soon to see the impact of these changes.

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Leadership and governance Expected standard

Leaders provide evidence-informed training for staff. Those teachers who are early in their careers are generally supported well. For example, they receive bespoke training and support. Leaders provide time for staff to practise new teaching approaches and reflect on how they can further improve their own practice. This is beginning to strengthen staff's expertise. Leaders take steps to manage staff's workload and wellbeing. Typically, staff appreciate and value the support they receive.

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Leadership and governance Expected standard

Governors have a clear understanding of the school’s context. They bring a range of expertise. They understand their responsibilities relating to safeguarding and equality. Governors are knowledgeable about the school's strengths and areas to develop. However, they should continue to evaluate the impact of leaders’ work to improve the curriculum and teaching, particularly in relation to writing and mathematics, so pupils achieve better in national assessments.

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Achievement Needs attention

Pupils’ progress through the curriculum is variable. Pupils, including those with special educational needs and/or disabilities, build knowledge securely in the early years. However, as pupils move through the school, weaknesses in previous curriculums and inconsistencies in the quality of teaching have hindered how successfully they learn. This is particularly evident in writing and mathematics. Over time, gaps develop in pupils' knowledge that limit how securely their understanding builds.

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Achievement Needs attention

Pupils do not achieve as well as they should in national tests at the end of key stage 2. Although pupils' attainment in reading tests is typically close to the national averages, in mathematics and writing pupils' attainment is lower. Disadvantaged pupils are similarly hampered by weaknesses in the curriculum and teaching and, over time, they have not achieved as well as they should. In some subjects, pupils in key stage 1 and key stage 2 are not prepared sufficiently well for their next stage of learning.

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Curriculum and teaching Needs attention

There is variability in the quality of teaching in key stage 1 and key stage 2. In some subjects, staff do not have sufficient depth of knowledge to teach the curriculum as well as they should. In addition, staff do not use assessment consistently well to spot gaps in pupils’ understanding. This limits how effectively staff adapt learning to what pupils already know.

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Curriculum and teaching Needs attention

Leaders know the strengths and weaknesses in the curriculum and teaching. They have taken suitable action to make improvements. For example, leaders are strengthening their approach to assessment. They ensure that staff have the expertise to support pupils with any barriers to their learning well. Leaders have recently reviewed the curriculum to ensure that it is ambitious and logically ordered. They have identified the knowledge and vocabulary that pupils should learn in each subject, including each area of learning in the early years. Some subjects are well established, such as phonics. This helps pupils build early reading skills securely. However, the mathematics and writing curriculums in key stage 1 and key stage 2 are newer. It is too soon to see the impact on pupils’ learning.

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Curriculum and teaching Needs attention

In the early years, the curriculum is thoroughly understood by all staff and teaching is highly effective. Staff precisely identify and swiftly address any gaps in children's learning.

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What it's like to be a pupil at this school

Pupils benefit from the school’s clear vision of Trust, Love, Courage and Forgiveness. Staff care skilfully for pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Staff greet pupils warmly as they arrive in school each day, which reflects their positive relationships. Staff provide thoughtful support that helps pupils succeed. For example, pupils in the specially resourced provision for pupils with SEND begin each day with purposeful activities that ensure a positive start. In all key stages, staff successfully reduce barriers to learning for pupils with SEND and those who are disadvantaged. This helps these pupils to access the curriculum alongside their peers.

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What it's like to be a pupil at this school

However, some pupils do not achieve as well as they should. For example, pupils' attainment in tests in mathematics and writing at the end of key stage 2 is below the national average. This is because the curriculum is not taught consistently well. However, in other subjects, pupils' learning is more secure. In particular, children in the early years develop the knowledge that they need in readiness for Year 1.

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What it's like to be a pupil at this school

Pupils benefit from the highly effective personal development programme. They particularly relish the rich range of wider opportunities provided to them. These include sports, clubs and cultural events that build confidence, interests and new skills. Leaders ensure that all pupils can access these opportunities. Pupils approach learning with confidence and engage well with others. They develop knowledge about relationships, health and diversity. This prepares them well for life in modern Britain.

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What it's like to be a pupil at this school

Pupils behave well. They understand the school's rules and follow well-established routines. Pupils typically focus well on their learning. They learn to show respect and kindness. Pupils say bullying is rare and trust staff to act quickly if it occurs. Pupils feel safe because they form trusting relationships with staff, starting in the early years. Pupils typically attend school regularly.

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Next steps

Leaders should ensure that staff in key stage 1 and key stage 2 have the subject knowledge and expertise that they need to teach all subjects effectively, so that pupils in Year 1 and beyond learn successfully across the curriculum. Leaders should ensure that staff use assessment effectively in key stage 1 and key stage 2 to precisely identify important gaps in pupils’ knowledge, so that these can be addressed swiftly. Those responsible for governance should continue to evaluate the impact of leaders’ work to improve the curriculum and teaching, particularly in relation to writing and mathematics, so pupils achieve better in national assessments.

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About this inspection

The chair of the board of governors in this school is Holden Cook.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, the head of school, school leaders, representatives of the governing body, a representative of the local authority, staff and pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has provision (specialist resource base) for 16 pupils with autistic spectrum disorder.

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Team inspectors:

Jo Nutbeam, Ofsted Inspector Charlotte Martin, Ofsted Inspector Vicki Webber, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. The school uses one registered alternative provision.

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What does this mean?

Executive Headteacher: Louise McLeod National average: 300

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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national average

2024/25 (revised) 72% 75% Close to average

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national average

2022/23 (final) 67% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 78% 72% Close to average

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average

2022/23 (final) 72% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 44% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 60% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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national average

2023/24 (final) 67% 58% Close to average

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national average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 12.1% 13.3% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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