Acle Church of England Primary Academy

Acle Church of England Primary Academy

Address: Fletcher Way, Acle, Norwich, Norfolk, NR13 3RQ Unique reference number (URN): 149877

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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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Attendance and behaviour Expected standard

Pupils arrive punctually. They quickly settle into the school day. Overall attendance has improved and is now broadly in line with the national average. Rates of persistent absence have also improved and are in line with national figures. This reflects the positive impact of leaders’ work to raise expectations and intervene early where attendance is a concern. Leaders monitor attendance closely, identifying patterns and trends and challenging poor attendance effectively. They work well with families to support pupils whose attendance is not as strong as it should be, including those who face barriers to regular attendance. For example, leaders use a range of practical strategies, such as early-morning contact and collecting pupils from home.

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Attendance and behaviour Expected standard

Leaders and staff have high expectations of pupils’ behaviour. Systems and procedures are robust and applied consistently. This has led to improved behaviour across the school. Positive relationships and clear communication now underpin the school’s culture. Pupils follow routines well. They typically demonstrate positive attitudes to learning. Leaders monitor behaviour incidents closely and provide extra help, including individual behaviour plans, where necessary. This helps pupils, including those with special educational needs and/or disabilities, to manage their behaviour well. Bullying is rare. When concerns occur, staff deal with them quickly and effectively. Pupils are confident that staff will resolve concerns. As a result, pupils feel safe.

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Early years Expected standard

Children settle quickly into a calm and caring environment. Staff build trusting relationships with children. This helps children feel safe and ready to learn. Routines are clear and well established. Children know what is expected of them during the day. For example, the 5- minute warning and tidy-up routines help children manage transitions well.

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Early years Expected standard

Leaders provide clear direction for the early years. They know what is working well and what needs to improve. They are determined to ensure that children get off to a positive start when they join the school.

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Early years Expected standard

The curriculum is ambitious and well sequenced. It provides opportunities for children to build knowledge and skills across all areas of learning. Many activities encourage curiosity and exploration. However, some independent activities are not focused enough to maximise learning.

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Early years Expected standard

Children develop their communication and early reading skills well. Staff use assessment effectively to identify gaps in children’s learning. They provide extra help to ensure that children catch up. For example, phonics catch-up sessions and regular fine motor activities help children develop key skills. Children, including those with special educational needs and/or disabilities, make progress appropriately from their starting points. They learn to share and take turns and begin to manage their feelings.

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Inclusion Expected standard

School and trust leaders have an accurate and detailed overview of pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who face potential additional barriers to their learning. This is because leaders provide clear guidance and training that enable staff to identify pupils’ needs quickly and accurately. Information from parents and carers, the virtual school and other external professionals strengthens this process further.

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Inclusion Expected standard

Leaders ensure that appropriate, step-by-step support is available within teaching so that all pupils can access the curriculum. This is regularly reviewed and refined to meet pupils’ specific needs. More personalised support plans are in place for pupils with SEND and for those with other potential barriers to their learning. These plans are used well. They set out clear targets and precise adaptations. These include the use of laptops, visual supports and access to quieter working spaces.

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Inclusion Expected standard

Leaders use additional funding effectively to support disadvantaged pupils. As a result, the pupils access the full curriculum and wider opportunities alongside their peers. Extra help and pastoral support help to improve pupils’ confidence, engagement and readiness to learn.

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Personal development and wellbeing Expected standard

The personal development programme is appropriately planned. Leaders ensure that it is carefully sequenced so that pupils build on prior learning and develop their understanding over time. Through the curriculum, pupils learn how to manage their emotions and begin to understand how their behaviour affects others.

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Personal development and wellbeing Expected standard

The relationships and health education curriculum is appropriate and typically well delivered. Pupils know how to seek help from trusted adults when needed. They learn how to stay safe online and offline and how to build healthy relationships. As a result, pupils are increasingly confident in managing risks and making informed choices.

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Personal development and wellbeing Expected standard

Leaders promote clear values, including honesty, courage, compassion and hope. These are woven through the curriculum and collective worship. Pupils reflect on these themes and apply them to their own lives. They generally understand fundamental British values, such as tolerance and respect. This prepares them well for life in modern Britain.

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Personal development and wellbeing Expected standard

The curriculum supports pupils’ wider development. Pupils learn about finance, careers and global citizenship. The school’s flourishing foundations and year group promises provide meaningful experiences. These include opportunities for community work and enterprise activities. Pupils take on leadership roles that develop confidence and responsibility.

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Personal development and wellbeing Expected standard

Leaders provide a range of clubs and opportunities to represent the school in tournaments. Pupils who are disadvantaged and those with special educational needs and/or disabilities are actively encouraged to attend. Leaders use additional funding effectively to ensure that all pupils can access these wider experiences.

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Needs attention

Leaders place a high focus on providing effective pastoral support. They recognise that the need for this support has increased over the last year. Pastoral support often begins in the classroom, where staff are appropriately trained and know pupils well. When appropriate, leaders work with external professionals to provide more specialist support. This helps pupils to feel safe and ready to learn.

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Achievement Needs attention

Pupils’ achievement varies across subjects. Over the past 2 years, outcomes in the key stage 2 national assessments for reading and mathematics have remained below national averages. Achievement in the Year 1 phonics screening check and in the Year 4 multiplication check has also been consistently below national averages during the same period. As a result, too many pupils are not prepared for when they move on to the next stage of their learning journey.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities, those who are disadvantaged and those who are known or previously known to social care, typically progress steadily from their various starting points. Staff know the pupils well and provide some effective, extra support. However, gaps in pupils’ basic knowledge, particularly in reading, writing and mathematics, remain. These gaps limit pupils’ understanding and reduce the quality of their work across different subjects.

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Curriculum and teaching Needs attention

Although leaders and the trust have an accurate understanding of the quality of the curriculum and teaching, the improvements they have begun to make to develop teachers' knowledge and skills are still at an early stage of implementation. It is too soon to see the full impact of these actions. Consequently, the quality of the curriculum and teaching varies.

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Curriculum and teaching Needs attention

Although the curriculum is appropriately sequenced with clear end points, teaching does not always support pupils' learning over time effectively. For example, within some lessons, the curriculum is not precisely adapted so pupils have opportunities to practise, apply and embed their learning. This is particularly evident in English and mathematics. Sometimes, pupils move on to new learning without having secured earlier knowledge.

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Curriculum and teaching Needs attention

Teachers do not consistently spot pupils' errors or misconceptions. Therefore, pupils can continue to make similar errors in their work. This limits the learning and progress they make, including in the important core skills.

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Curriculum and teaching Needs attention

The quality of the phonics curriculum is improving. While phonics achievement in the Year 1 phonics screening has been below the national average in recent years, pupils now learn a systematic and synthetic programme. Books match the sounds pupils are learning. This helps them develop their confidence and reading fluency.

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Leadership and governance Needs attention

The school’s leadership team has recently been through a period of change. This has contributed to some curriculum priorities not being addressed quickly enough. Although teachers are receiving training and coaching around the use of assessment and how best to adapt the curriculum so pupils have opportunities to embed their learning, more time is required to see the full impact of this work.

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Leadership and governance Needs attention

Professional development is generally appropriate and effective. Staff value the training provided. The trust draws on its own experienced leaders along with external providers. Early career teachers receive appropriate support. Helpful coaching and targeted feedback is enabling them to develop their knowledge and confidence over time.

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Leadership and governance Needs attention

Staff and local governors feel valued by the trust. They appreciate the support that trust leaders provide. Leaders regularly consider staff workload and wellbeing. Although there has been a lot to do, staff are included and feel positive about these changes.

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Leadership and governance Needs attention

Parental engagement and relationships are generally positive. This has been challenging for some parents and carers due to the recent leadership changes. However, leaders continue to work hard to engage and support parents when they can.

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Leadership and governance Needs attention

The school’s governance is effective. Trustees fulfil their statutory responsibilities well. This is because transparent systems are in place that enable trustees to access a range of information about the impact of the school’s work. This includes safeguarding, finance, attendance and pupil achievement. They hold leaders fully to account for their actions.

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

Pupils enjoy coming to school. They feel safe and part of a caring community. Relationships between pupils and staff are warm and respectful. The school’s vision, ‘From a tiny seed… all things are possible,’ is reflected in both the curriculum and wider opportunities.

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

Pupils engage positively in their learning and typically focus well in lessons. Many are keen to contribute to discussions and share their ideas. This helps to build their confidence when speaking. Pupils benefit from a carefully sequenced curriculum that makes links to the local area. However, there is some variation in the quality of teaching across subjects. As a result, pupils do not consistently learn the curriculum as it is intended. While leaders and the trust have begun to provide support and training, it is too early to see the full impact. This means that some pupils are not as well prepared for their next stage of education as they could be.

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

Pupils with special educational needs and/or disabilities, those who are disadvantaged and those with other potential barriers to learning are generally well supported. Staff identify needs quickly and put appropriate support in place. This helps reduce barriers to learning. As a result, pupils typically progress suitably from their various starting points.

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

Pupils are included fully in all aspects of school life. They form positive relationships with staff and their peers. They benefit from a range of wider opportunities, including clubs, visits and community projects. These experiences help pupils develop new interests and build confidence.

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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 follow routines and respond positively to staff guidance. Bullying concerns are dealt with promptly. Leaders’ work to improve attendance has been effective, and rates are now broadly in line with national averages.

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

Pupils develop a clear understanding of respect and equality. They learn about different beliefs and take on roles of responsibility. They contribute to the school and local community, preparing them well for life in modern Britain.

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Next steps

Leaders should ensure that teaching of the curriculum is consistently well adapted so that pupils routinely have opportunities to practise, apply and secure their learning, particularly in reading, writing and mathematics. Leaders should ensure that teachers use formative assessment accurately and consistently so that pupils’ errors and misconceptions are identified and addressed promptly. The trust should provide effective challenge and targeted support to strengthen staff’s subject knowledge and expertise so that the curriculum is taught consistently well.

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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 school leaders, including the headteacher, pupils and parents. 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 uses no alternative provision.

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About this inspection

The school is registered as having a Church of England religious character. The latest section 48 inspection took place in March 2023.

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Team inspectors:

Joanna Pedlow, Ofsted Inspector Jo Nutbeam, 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.

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What does this mean?

National average: 300 Interim executive headteacher: Laura Richardson

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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 (final) 68% 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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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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national average

2023/24 (final) 50% 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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average

2023/24 (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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average

2023/24 (final) 70% 59% Close to average

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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 (3 term) 5.9% 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

2023/24 (3 term) 17.6% 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

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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