Newton Flotman Church of England Primary Academy

Academy

Address: School Road, Newton Flotman, Norwich, Norfolk, NR15 1PR Unique reference number (URN): 148232

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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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Achievement Expected standard

Pupils typically learn the core skills they need in communication, reading, writing and mathematics. This is because leaders have ensured the curriculum provides opportunities for pupils to routinely practise and build on their previous knowledge. This starts in the early years and prepares children well for the next stage of their learning journey.

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Achievement Expected standard

Pupils typically achieve in line with the national averages in national tests and assessments. This includes pupils' attainment at the end of key stage 2 in reading, writing and mathematics. The proportion of pupils who met the expected standard in the 2025 Year 1 phonics screening check was slightly above the national average. This shows that pupils learn the school's phonics curriculum well.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged achieve well from their starting points. Pupils can talk knowledgeably about their learning across the curriculum in subjects such as geography and science.

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Attendance and behaviour Expected standard

Pupils regularly attend school each day. Overall attendance is close to the national average. Pupils are typically punctual and arrive on time. This means they are ready to learn at the start of the day. Leaders track attendance for each pupil and analyse patterns carefully. Leaders work with families and provide support and challenge when required. For example, they continually promote the importance of pupils not having term-time holidays. This targeted work is having a positive impact on reducing the number of pupils who are severely and persistently absent.

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Attendance and behaviour Expected standard

Pupils behave appropriately in lessons and around the school. They follow routines well. Learning environments are calm and purposeful. This has been a significant improvement since the previous inspection. Relationships between staff and pupils are positive. Staff consistently model expected behaviours and motivate pupils through praise and reminders. Leaders maintain a strong presence, especially at social times, which supports positive behaviour. For example, older pupils sensitively interact with younger pupils. They are responsible role models. Staff respond quickly to any incidents of bullying or poor behaviour. These are rare. As a result, pupils say they feel safe and happy in school. Occasionally, some pupils are not always fully focused in lessons. This is because leaders have not provided enough opportunities for them to develop their learning behaviours, such as curiosity and determination.

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Curriculum and teaching Expected standard

Leaders have a secure and accurate grasp of the quality of the curriculum and teaching across the school. They use this understanding to deploy staff effectively so that pupils receive the support they need. Leaders are working closely with teachers to improve how the curriculum is delivered. These improvements are helping pupils to strengthen what they know and remember. However, the impact of this work is variable. Some pupils are not always supported well enough to extend and deepen their learning over time, particularly in mathematics. With the support of the trust, leaders continue to help teachers build the skills that they need to deliver the curriculum consistently well.

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Curriculum and teaching Expected standard

The curriculum itself is ambitious, well structured and carefully sequenced. It provides a clear framework that enables pupils to build securely on what they already know. Leaders have identified clear end points within each subject. This helps pupils to understand how their learning progresses and what they will encounter next.

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Curriculum and teaching Expected standard

Leaders place a strong focus on developing pupils’ core communication, reading, writing and mathematical skills. For example, pupils who are learning to read follow a well- structured phonics programme. Teachers implement the programme with increasing consistency. This supports pupils to become more fluent readers.

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Curriculum and teaching Expected standard

Staff support pupils with special educational needs and/or disabilities and disadvantaged pupils well in lessons. Teachers make appropriate adaptations that help remove barriers to learning. This support enables all pupils to access the curriculum successfully.

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Early years Expected standard

Leaders show a clear commitment to the early years. They understand the provision's strengths and areas for development. Leaders place high focus on core skills in language, reading, writing and mathematics. Recent work has focused on improving children's speaking and listening skills. Leaders have drawn on training and external expertise to refine staff practice further.

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Early years Expected standard

Children generally settle well at the start of each day. Over time, they become more confident and independent. Staff support children’s wellbeing effectively. They model positive behaviour and help children learn to share and take turns.

p.3

Early years Expected standard

The curriculum is ambitious and well sequenced. It connects well with what pupils will learn in key stage 1. Staff adapt it to meet children’s needs and starting points. Staff prioritise communication and language. They interact well and extend children’s thinking. This supports children's social development and vocabulary.

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Early years Expected standard

Staff check children's learning to identify any gaps. They make appropriate adaptations that support all children, particularly those with special educational needs and/or disabilities and those who are disadvantaged. Leaders build positive links with parents. They share regular information and encourage involvement. Children typically progress through the curriculum well. They are prepared well for the transition to Year 1.

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Inclusion Expected standard

Leaders have a clear overview of pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those with other potential barriers to their learning. They provide guidance and training to ensure that staff identify pupils' needs quickly. Leaders actively involve parents and carers throughout this process. Where needed, they draw on advice from external professionals. Parents' views are also considered when support plans for pupils with SEND are created. These plans further help reduce barriers to learning. Leaders have high expectations for all pupils. Support is typically well matched to individual needs. Staff use practical adaptations in lessons. These include visual timetables and extra specific resources. This generally helps pupils to learn with confidence. A step-by-step support approach starts with a broad offer for all pupils. This is regularly reviewed. More personalised support is put in place when needed.

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Inclusion Expected standard

Leaders support disadvantaged pupils effectively. They use additional funding to help reduce any barriers to wider opportunities. This helps ensure that no pupil is left out. Pupils have full access to trips, clubs and residential visits. Targeted academic support focuses on closing gaps in pupils' learning. Leaders closely review the impact of this work.

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Inclusion Expected standard

Leaders make pupils' wellbeing a priority. They make sure pupils benefit from effective pastoral support. Leaders involve external services to strengthen this support when needed.

p.4

Leadership and governance Expected standard

School leaders and the trust have taken appropriate action to improve behaviour and assessment since the school was last inspected. They have introduced clear behaviour policies and procedures. Staff have had the training and support they need to use the new approaches effectively. Pupils now understand expectations more clearly. Rewards and consequences encourage them to make positive choices. Pupils behave well as a result. Leaders have also introduced new approaches to checking pupils' learning. These help teachers identify gaps in pupils’ knowledge. Teachers adapt the curriculum and provide targeted support where needed to help pupils catch up with their peers.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s context. They identify strengths and areas for further development. They set clear priorities and act on them effectively.

p.4

Leadership and governance Expected standard

Governance is effective. The trust is actively involved with the school. It ensures that leaders and staff have the support, guidance and challenge they need to continue to improve the school. Trustees fulfil their statutory duties well. For example, they ensure that safeguarding systems follow statutory guidance and that equality duties are met.

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Leadership and governance Expected standard

Staff wellbeing is positive. Staff feel supported by leaders. Leaders are approachable and listen to concerns. Workload is considered and managed carefully. Professional development links to the school’s priorities. Staff access a range of training provided by the trust. This helps build knowledge and confidence over time.

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Leadership and governance Expected standard

Leaders engage positively with parents and carers and the local community. They provide regular communication and opportunities to be involved with the school. This typically supports a positive school community culture.

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Personal development and wellbeing Expected standard

The school’s personal development programme has been thoughtfully constructed. It is well sequenced and relevant to the school’s community. Leaders adapt the curriculum when issues arise. For example, due to local concerns around cyberbullying, leaders placed a higher focus on teaching and recapping knowledge about online safety. Pupils learn about emerging risks and how to use artificial intelligence safely. This helps them build appropriate knowledge for modern life.

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Personal development and wellbeing Expected standard

Leaders carefully consider how to support pupils' wellbeing. Pupils learn to understand their feelings. Pupils who need it benefit from extra pastoral support. Leaders work closely with local services, such as the mental health service, to strengthen this support.

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Personal development and wellbeing Expected standard

The relationships and health education curriculum supports pupils well. Pupils can explain how to stay safe when in the community. They know what it means to live a healthy lifestyle and recognise that it is important to be a good friend. If they have a worry, pupils know to report concerns to trusted adults. Pupils develop their understanding of different families well. They show respect for diversity. They recognise that families can be different in structure, culture and background.

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Personal development and wellbeing Expected standard

The school promotes pupils’ spiritual, moral, social and cultural development effectively. Pupils show awareness of the fundamental British values of, for example, respect and democracy. They learn about faith through visits to places of worship. They engage in charity work and support the local community. Leaders provide opportunities for pupils to reflect and contribute to the school.

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Personal development and wellbeing Expected standard

Pupils typically access a broad range of wider opportunities. These include participating in tournaments, singing in the choir and attending clubs such as dance and netball. Leaders track participation closely, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. They encourage pupils who do not attend to take part. Pupils benefit from leadership roles and school responsibilities. These experiences generally support their confidence, interests and enjoyment of school.

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

Pupils live out the school’s core Christian values of love, enjoy, accept, respect and nurture. These are the foundations of the school’s daily work. Pupils typically enjoy their learning. They develop their knowledge and skills well across the curriculum. Pupils can talk about what they know with growing confidence and accuracy. By the end of key stage 2, pupils achieve well in reading, writing and mathematics. They are appropriately prepared for the next stage of their education.

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

Pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers to learning typically progress well from their starting points. Staff identify needs early and typically provide support that meets those needs well. Pupils value this support. They access learning with increasing confidence. Where needed, pupils benefit from targeted support that helps them keep up with the pace of the curriculum. However, at times, some pupils do not have enough opportunities to deepen their knowledge. This hinders how well these pupils learn.

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

Pupils feel included in school life. They build positive relationships with staff and peers. Pupils take part in a range of wider opportunities, including sports, music and clubs. These experiences help them to develop interests and confidence. Pupils also learn about their community through visits and visitors. They understand that people have different backgrounds and should be respected.

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

Pupils behave well in lessons and around school. This is because leaders have raised their expectations of behaviour since the previous inspection. Pupils say they feel safe and know who to speak with if they are worried. Bullying is rare. Concerns are dealt with effectively. Pupils' attendance is broadly in line with national averages and has improved over time. Leaders' work to build a positive and inclusive school culture helps pupils feel happy and motivated to attend school.

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Next steps

Leaders should ensure that the delivery of the curriculum, particularly in mathematics, is further refined so that pupils who have mastered the basics are provided with opportunities to extend and deepen their learning consistently well over time. Leaders should continue to strengthen the school’s positive learning culture by providing support and opportunities that help pupils develop the skills needed to become more confident, resilient and independent learners.

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About this inspection

This school is part of The Diocese of Norwich St Benet’s Multi-Academy 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), Sam Nixon, and overseen by a board of trustees, chaired by Paul Dunning.

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

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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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About this inspection

The school is registered as having a Church of England religious character. It is in the Diocese of Norwich. Its last section 48 inspection took place in May 2023.

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Team inspector:

Charlotte Martin, His Majesty's 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.

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

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 (final) 57% 62% Close to average

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average

2022/23 (final) 56% 60% 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

2024/25 (final) 71% 75% Close to average

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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

2022/23 (final) 78% 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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average

2022/23 (final) 67% 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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average

2024/25 (final) 57% 47% 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

2024/25 (final) 71% 63% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 57% 61% Close to average

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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 (3 term) 4.7% 5.2% 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 (3 term) 15.3% 13.0% 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

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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