Spooner Row Primary School

Spooner Row Primary School

Address: Station Road, Spooner Row, Wymondham, Norfolk, NR18 9JR Unique reference number (URN): 144425

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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 feel safe and happy in the early years. Staff build warm, trusting relationships that help children settle quickly into routines. Classrooms and outdoor spaces are well organised, calm and purposeful. Children can explore, create and learn with confidence because resources are accessible and activities are planned thoughtfully to support curriculum delivery.

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Early years Strong standard

Staff place prominent focus on language and communication. They model rich vocabulary and use stories, songs and discussions to build children’s confidence. High-quality interactions support children in developing their thinking and expressing ideas. Staff identify needs early and provide targeted help, including for disadvantaged children and those with special educational needs and/or disabilities. Reading is prioritised. Children learn phonics from the start of the Reception Year. Staff model sounds accurately and check understanding. Support is provided quickly for anyone at risk of not keeping up with learning. Staff skilfully use checks on children's learning to plan next steps. This robust approach helps children to secure the core skills they need in reading, writing and mathematics.

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Early years Strong standard

The curriculum is ambitious and carefully sequenced. Activities build children's knowledge step by step across all areas of learning. Children show independence through some tasks that they self-select. This helps them to grow in resilience and confidence. Children follow the routines and behave. They are very well prepared for Year 1.

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Achievement Expected standard

Pupils progress suitably through the curriculum. Work in books shows that pupils revisit key ideas and apply them with increasing confidence. They talk clearly about what they have learned in lessons and show pride in their work. Pupils generally build the basic knowledge that they need, including in reading, writing and mathematics. Staff reinforce key skills through routine practice. This helps pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, typically secure important knowledge over time.

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Achievement Expected standard

Pupils’ published outcomes over time are usually close to national figures in reading, writing and mathematics. Achievement in phonics is consistently above national figures. However, achievement in the multiplication tables check has been weaker, historically. Leaders are acting to address this issue.

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Achievement Expected standard

Children leave the Reception Year well prepared for Year 1. Older pupils gain the knowledge and skills needed for secondary school. Pupils show resilience and a positive approach to learning.

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Attendance and behaviour Expected standard

Leaders monitor pupils’ attendance closely. They promote regular attendance through a range of approaches and share their high expectations with families. When a pupil’s attendance is a concern, leaders respond quickly and offer effective support. As a result of this work, pupils' attendance overall is close to the national average. Persistent absence has slightly reduced over time. Leaders do all that they can to ensure that all pupils are regularly in school.

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Attendance and behaviour Expected standard

Pupils typically behave well across the school. They move calmly around the site and generally focus on their learning. Interactions between staff and pupils are respectful and supportive. Leaders have established clear expectations that staff and pupils understand. For example, the implementation of a new approach helps pupils, including those with special educational needs and/or disabilities, to reflect on their behaviour. When incidents happen, staff respond fairly and consistently. Any rare occurrences of bullying or harmful behaviour are addressed quickly. Pupils feel confident that staff will help them if they have a concern. Most pupils show positive attitudes to their learning. They recognise the importance of embodying the school's values set out as the ‘Spooner Row Way’. Pupils feel safe and included. They enjoy being part of the school community.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum. For example, the curriculum has recently been fully reviewed and refined to better meet pupils' needs. As a result of this work, the curriculum is now ambitious and appropriately sequenced. Leaders have identified the key knowledge that they want pupils to learn.

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Curriculum and teaching Expected standard

Leaders deploy staff sensibly and make improvements to the curriculum when required. For example, leaders recognise that checks on learning are sometimes inconsistent. This means that, sometimes, pupils do not learn the curriculum content as deeply as leaders intend. Leaders have begun to address this by providing targeted staff training and support. However, this is not fully embedded across the school.

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Curriculum and teaching Expected standard

Leaders prioritise early reading. Pupils read books that are appropriately matched to their phonics knowledge. They receive extra support if they begin to struggle. As a result, pupils’ reading fluency develops well over time. Pupils have purposeful opportunities to practise essential knowledge in English and mathematics. This support is developing pupils’ knowledge and confidence positively.

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Curriculum and teaching Expected standard

Vocabulary development is a key feature across lessons. Teachers explain new concepts clearly and give pupils opportunities to discuss ideas. Staff typically adapt teaching when pupils need more support or challenge. These adaptations help pupils, including those with special educational needs and/or disabilities, access the curriculum well.

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Inclusion Expected standard

Leaders have created an inclusive school culture. They have high aspirations of pupils. Leaders typically provide staff with the support and guidance that they need to accurately identify and support pupils’ needs, in particular for pupils with special educational needs and/or disabilities and disadvantaged pupils.

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Inclusion Expected standard

Leaders use highly evaluative plans to understand and address any potential barriers to pupils’ education. For example, leaders identify pupils' strengths, the personalised support adjustments needed and subsequent specific targets. These are routinely reviewed with parents and carers and are adjusted throughout the year to match pupils' needs. Teachers use these plans to provide appropriate reasonable adjustments and adaptations within lessons. Leaders provide a range of extra help if a pupil has gaps in their learning. This support generally helps them to catch up.

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Inclusion Expected standard

Leaders work closely with families and a range of professionals. These include speech and language therapists and education specialists from local services. This helps to ensure that pupil support is targeted and appropriate. Pupil premium funding is used to provide academic and pastoral support. Leaders make sure that disadvantaged pupils can take part in clubs, trips and cultural experiences. Leaders and staff respond quickly when barriers arise.

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Leadership and governance Expected standard

Leaders understand the school’s strengths and areas for development. They set clear priorities and act quickly when improvements are needed. For example, leaders’ recent work to strengthen the curriculum is beginning to make a positive difference to what pupils know and can remember. Leaders check the impact of their actions and adjust plans when required. This drives improvement across the school.

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Leadership and governance Expected standard

Leaders and the trust set high expectations for staff conduct and for providing a high-quality education. They recognise that every member of staff has an important role to play. Staff understand these expectations. They share leaders’ beliefs that all pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, should achieve well from their various starting points.

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Leadership and governance Expected standard

Staff benefit from a well-planned programme of professional development. This includes coaching, mentoring and opportunities to observe colleagues. Leaders support early career teachers effectively. Staff value this support and say that leaders consider their wellbeing and workload. For example, recent changes have helped to reduce the burden of completing some unnecessary tasks.

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Leadership and governance Expected standard

Leaders work closely with families and the wider community. Parents say that communication is clear, that staff are approachable and that pupils feel safe and happy. Leaders listen to parent and carer feedback and respond appropriately.

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Leadership and governance Expected standard

Governors and the trust understand their responsibilities. For example, they ensure that the school adheres to the Equality Act 2010 and that safeguarding procedures are robust. Leaders continually place pupils’ best interests at the centre of their decision-making.

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Personal development and wellbeing Expected standard

Leaders have designed a personal development programme that supports pupils’ wider development and prepares them for life beyond school. This includes pupils who are disadvantaged and those who have special educational needs and/or disabilities. Pupils learn about respect, fairness and kindness. They learn about different cultures and beliefs. Older pupils explain their understanding confidently. Younger pupils show early insight with support from staff. Pupils learn about right and wrong and think about how their actions affect others.

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Personal development and wellbeing Expected standard

The curriculum teaches pupils how to stay safe, online and offline. They know not to share personal information, to avoid unsafe digital content and to speak to a trusted adult if they are worried. Pupils learn about healthy relationships, consent and how to manage friendships. Staff handle these topics sensitively and in an age-appropriate way. They give clear messages about safety.

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Personal development and wellbeing Expected standard

Pupils have many opportunities to explore interests and talents. They benefit from clubs, such as choir, rugby, mindfulness and first aid. Pupils enjoy representing the school in competitions and events. Pupils also take part in visits and theme days that broaden their experiences. Typically, pupils can link these experiences to the knowledge that they are learning. They help to develop their confidence and self-esteem.

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Personal development and wellbeing Expected standard

Pupils show understanding and respect for people of different beliefs, backgrounds and identities. However, while pupils can recall isolated examples, on occasion their deeper knowledge of some aspects of learning, for example world faiths, is somewhat limited.

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Personal development and wellbeing Expected standard

Leaders give careful thought to pupils’ mental health. Trained staff provide emotional support, helping pupils to manage feelings such as anxiety and anger. Pupils speak positively about this help. The school promotes creativity, cultural appreciation and reflection through art, assemblies and whole-school events. Pupils typically feel valued, included and ready for the next stage of their lives.

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

Pupils enjoy coming to this charming school, which has 150 years of history. Pupils understand and usually follow the ‘Spooner Row Way’ values of 'be ready, be resilient, be respectful and be you'. Even the youngest pupils can explain why these values matter. Pupils are helped to feel safe and cared for. They say that adults listen and help if they are worried. Bullying is rare, and if it occurs, staff act quickly. Typically, pupils attend well.

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

Pupils behave well in lessons and around the school. They move calmly between activities and settle quickly each morning. Most pupils stay focused on their work and try hard. They know what is expected and take pride in meeting these expectations. Relationships between pupils and staff are warm and respectful.

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

Pupils enjoy their learning. They talk confidently about curriculum subjects that interest them, such as geography and English. Pupils are proud of their writing because core skills are taught clearly from the early years. Pupils show enthusiasm when teachers use stories, practical activities and discussion to build new understanding. Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, usually progress well. Pupils who need it receive effective, extra help to help them to keep up.

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

Pupils say that they feel included in school life. They are proud to represent the school at external events. Older pupils take on leadership roles, including house captains and sports leaders, which helps them to be responsible. Pupils value differences between people and understand that people's families, beliefs and backgrounds can vary. They learn how to stay safe online and in the community. They understand the importance of being courteous and polite to others. Pupils take part in activities that involve them in the wider community. Pupils are developing the knowledge and skills that they need for life in modern Britain.

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Next steps

Leaders should ensure that pupils consistently develop the knowledge that they need, across all curriculum subjects, so that they learn the content in depth and are best prepared for the next stage of their learning journey. Leaders should ensure that teachers use assessment information more effectively to understand what pupils know and remember and to subsequently shape activities that address misconceptions and gaps in learning.

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About this inspection

This school is part of Enrich Learning 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), Pete Jordan, and overseen by a board of trustees, chaired by Susan Ferguson.

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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 school leaders including the headteacher, pupils and parents. They also spoke with representatives of the trust, including the CEO, trustees and governors during the inspection.

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About this inspection

The school uses one unregistered alternative provision.

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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.

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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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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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average

2024/25 (revised) 69% 62% Close to average

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average

2023/24 (final) 60% 61% Close to average

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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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average

2023/24 (final) 73% 74% 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

2024/25 (revised) 77% 72% Close to average

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average

2023/24 (final) 73% 72% 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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average

2024/25 (revised) 77% 74% Close to average

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average

2023/24 (final) 80% 73% Close to average

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average

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

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% 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) 12.6% 13.3% Close to average

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national average

2023/24 (3 term) 14.0% 14.6% 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.

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Urgent improvement

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

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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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