Queensway Infant Academy

Queensway Infant Academy

Address: Queensway, Thetford, Norfolk, IP24 3DR Unique reference number (URN): 149896

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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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Personal development and wellbeing Strong standard

Leaders place a high priority on the personal development and wellbeing programme. It is a strength of the school’s offer. Leaders skilfully adapt the programme to meet the school’s context. They appreciate the diverse experiences pupils bring and ensure that every child is supported to flourish. Leaders have designed a programme that is typically coherent and well integrated. It threads through daily life at the school. Pupils, including pupils with special educational needs and/or disabilities and those who are disadvantaged, benefit fully from the school’s offer.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum is well planned and highly effective. Pupils learn about relationships, healthy eating and staying safe when online. The youngest pupils can talk confidently about how to stay safe outside school. They describe road safety, safe cycling and seeking help from trusted adults.

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Personal development and wellbeing Strong standard

Pupils develop deep social, moral, spiritual and cultural understanding. They act with kindness and respect. Pupils have a secure and impressive understanding of fundamental British values. For example, they understand that the rule of law means following agreed rules. They learn about diversity and feel strongly about the importance of welcoming new pupils to the school regardless of differences.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of enrichment opportunities. Nothing is left to chance. Leaders thoughtfully consider what to offer and how this will benefit the pupils. Currently, pupils access sports, arts and music clubs, as well as trips beyond the school. Leaders monitor participation and encourage pupils who have not accessed a club to join in.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. Staff identify needs early and act quickly. Pupils feel safe and know how to ask for help. Staff teach strategies to manage emotions. Resources such as sensory spaces support pupils to regulate and return to learning.

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Achievement Expected standard

Pupils, including pupils with special educational needs and/or disabilities and those who are disadvantaged, achieve well from their various starting points. Although many pupils join the school with gaps in their knowledge, such as speech and language skills, they are generally well prepared for the next stage of their education. For example, over time pupils achieve close to the national average in the year 1 phonics screening check. Pupils' handwriting is a particular strength. Pupils learn the skills they need to produce a neat cursive script. This is because leaders prioritise teaching pupils the core skills from the start of the early years. Pupils quickly develop the language, reading, writing and mathematics knowledge that they need. Targeted support, such as reading tutoring, helps pupils catch up quickly when needed. Pupils typically achieve well across the wider curriculum subjects. They are beginning to link

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Achievement Expected standard

learning from one subject to another. This is because their knowledge builds over time and is becoming more secure.

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Attendance and behaviour Expected standard

Leaders have prioritised attendance. Their determined actions and strengthened procedures have helped pupils who previously did not attend regularly to attend more consistently. Overall attendance and persistent absence have improved and are now broadly in line with the national average. Leaders review attendance information closely, identify patterns early and act promptly. For example, staff work directly with families and offer practical support. Additional funding enables leaders to provide a breakfast club. This helps to reduce barriers.

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Attendance and behaviour Expected standard

Leaders set clear and high expectations for behaviour. They promote a calm and caring learning environment. Pupils understand what is expected of them. They follow routines well. Even the youngest children settle quickly and begin learning with minimal disruption. Pupils behave well in lessons and around the school. They are attentive and take part in activities confidently. Relationships between staff and pupils are positive. Pupils feel safe and raise concerns when needed. Staff respond quickly and deal with issues effectively. Bullying or unkind behaviour is not tolerated. Incidents are followed up with appropriate support. Staff use praise and reminders to promote positive behaviour. Adaptations, such as individual behaviour plans, are effective. They support pupils who need this extra help well.

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Curriculum and teaching Expected standard

Since the previous inspection, leaders have placed a key focus on ensuring that the curriculum is ambitious and well sequenced across all subjects. Essential knowledge has now been carefully identified for each unit of work. This reflects leaders’ clear understanding of what is working well and what needs further improvement so that pupils achieve well across subjects.

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Curriculum and teaching Expected standard

Leaders support teachers to develop their subject knowledge. This is improving the quality of teaching. However, high-quality teaching is not consistently embedded across all classes. Where teaching is less effective, pupils do not have sufficient opportunity to extend their learning and deepen their knowledge.

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Curriculum and teaching Expected standard

Leaders place a strong focus on early reading, writing and mathematics. Phonics is taught through a structured programme and is typically delivered consistently. Pupils read books that match their phonics knowledge. Staff check pupils' understanding carefully. They provide timely support to help pupils who fall behind their peers.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities access the curriculum successfully. Leaders ensure that pupils receive appropriate support to overcome barriers to their learning. Staff are deployed effectively and know pupils well. They respond quickly when pupils need support. This helps pupils to stay on track with their learning.

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Early years Expected standard

Leaders provide clear direction for the early years. They have designed a broad and well ‑ sequenced curriculum that supports children’s development across all areas of learning. Many children start with important gaps in their knowledge. Leaders focus on developing children’s core skills in reading, writing, mathematics and language. This prepares children well for Year 1.

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Early years Expected standard

Children settle quickly because of warm relationships with staff. Staff know children well and create a calm and safe environment. Routines are well established. Children separate from parents and carers with confidence.

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Early years Expected standard

Teaching is generally effective. Adults typically model language well and extend children’s thinking. Staff interactions with children vary in quality throughout the day. While leaders are taking steps to improve this, it is too early to see the full impact of this work.

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Early years Expected standard

Teachers check how well children are learning. They use this information well to adapt provision. Early reading is taught through a systematic phonics programme. This supports children to develop secure early literacy skills. Mathematics is taught well. This helps children to develop confidence with number and shape.

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Early years Expected standard

Children, including those with special educational needs and/or disabilities and those who are disadvantaged, typically progress well from their starting points. When children have gaps in their knowledge, staff provide targeted support. This usually helps them to catch up.

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Inclusion Expected standard

Leaders have rightly placed a high focus on inclusion. This is because an above average number of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged attend. Leaders have a clear overview of pupils with SEND. Staff carefully identify pupils’ barriers to learning. In some cases, this work starts before the child has even joined the school due to purposeful transition arrangements.

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Inclusion Expected standard

In lessons, staff provide effective step-by-step support for all pupils. This includes strategies such as visual timetables, clear teacher demonstrations and the effective use of resources. More personalised support is provided for pupils who have specific barriers to their learning. Adaptations are discussed with pupils’ families and, when needed, external professionals. This helps to ensure that pupils receive the right support at the right time.

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Inclusion Expected standard

Leaders use additional funding, such as the pupil premium grant, thoughtfully. Pupils who are disadvantaged engage in learning with increasing confidence. Targeted support is helping to close gaps in reading and writing. Pastoral support is carefully planned. Leaders provide this support when pupils need it. Support and guidance are also shared with parents and carers. In addition, pupils learn how to manage their feelings when they are worried or upset. This helps to develop their resilience and independence.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and priorities. They identify areas for improvement accurately and take timely action to address these. The trust works effectively with school leaders. This collaborative approach has strengthened provision for pupils. For example, leaders have prioritised improvements in pupils’ behaviour and attendance and in the development of essential skills. This work has led to improvements in these areas.

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Leadership and governance Expected standard

Leaders promote high expectations. Staff share this commitment. This creates a culture in which pupils are supported to succeed. Leaders have a strong focus on inclusion. Pupils who are disadvantaged or with special educational needs and/or disabilities are supported well. This reduces barriers to learning and helps these pupils to achieve.

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Leadership and governance Expected standard

Leaders engage effectively with parents and carers and the wider community. Communication is regular and purposeful, and parents are encouraged to take part in school life. This is an important part of the school’s work. The academy council supports this by seeking local opportunities that benefit pupils. Leaders also work with other schools and professionals. This supports improvement and strengthens practice.

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Leadership and governance Expected standard

Trustees and those responsible for governance provide appropriate challenge and support. They understand their responsibilities and monitor the school’s work closely. Systems are in place to check compliance with statutory duties. This ensures that leaders remain accountable and focused on improvement.

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Leadership and governance Expected standard

High-quality professional development is a priority. Leaders and the trust provide structured training and coaching for staff. Teachers at the beginning of their careers are supported well. Training is aligned with the school’s priorities. Leaders protect time for staff's development and consider workload carefully. Staff value this support.

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

Pupils achieve well academically. They also develop the personal qualities they need to contribute positively to life beyond the classroom. Pupils learn that it is important to show respect, build resilience and work hard. These values underpin the school’s work.

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

Pupils enjoy their learning and participate eagerly in lessons. They share their thoughts and ideas readily with others. Starting from early years, pupils follow established routines well and usually settle quickly. They generally develop secure knowledge across the curriculum. Pupils with special educational needs and/or disabilities and those who are disadvantaged typically progress suitably from their various starting points. Staff identify pupils’ needs early and provide targeted support. This reduces barriers to learning over time. Pupils are usually well prepared for the next stage of their education.

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

Pupils have positive and established relationships with staff. They feel safe in school. They confidently share concerns with trusted adults. Staff respond promptly with care and compassion and support pupils well. Bullying is rare. When concerns arise, staff deal with them effectively. Pupils report that adults help to resolve issues, including occasional disagreements during social times.

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

Pupils' attendance is broadly in line with the national average. Leaders’ focused actions have helped to increase the number of pupils attending school more regularly. This has been particularly effective this academic year.

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

Pupils treat each other with care and consideration. They feel included in school life and valued. Pupils access a wide range of extra ‑ curricular opportunities, including clubs, trips and pupil leadership roles. Leaders ensure that these opportunities are available to all pupils, including those who are disadvantaged. Pupils understand fairness and rules. They learn how their actions affect others. They contribute to the school community and develop as responsible citizens.

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Next steps

Leaders should ensure that the curriculum is adapted effectively so that all pupils have opportunities to extend their learning and deepen their understanding across subjects. Leaders should ensure that staff engage in high ‑ quality interactions with children in the early years and pupils in key stage 1 to embed and deepen their speech, language and vocabulary.

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About this inspection

This school is part of Inspiration 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), Gareth Stevens, and overseen by a board of trustees, chaired by Lord Theodore Agnew.

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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 principal, pupils, parents and carers. They also spoke with representatives of the trust, including the CEO and trustees.

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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 currently uses no 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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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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Persistent absence

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

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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

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