Robert Kett Primary School

Robert Kett Primary School

Address: Hewitts Lane, Wymondham, Norfolk, NR18 0LS Unique reference number (URN): 150160

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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’ achievement in key stage 2 national assessments in reading, writing and mathematics is typically close to the national averages. Although there was a slight dip in the Year 1 phonics screening check outcomes in 2025, leaders’ targeted support has helped pupils to catch up quickly.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, disadvantaged pupils and those who face additional barriers, progress suitably from their starting points. Work in books shows that pupils revisit and build on previous learning. They usually apply this knowledge with increasing confidence.

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Achievement Expected standard

Pupils talk confidently about what they have learned, particularly in history and mathematics. They are keen to share their achievements, particularly in the development of their handwriting.

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Achievement Expected standard

Pupils develop the core skills needed for the next stage of their learning. Children in the early years build their early reading, writing and language skills. As a result, they are prepared well for Year 1. Older pupils typically gain the knowledge they need in preparation for secondary school.

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Attendance and behaviour Expected standard

Leaders monitor attendance closely and provide timely support and challenge when a pupil’s attendance becomes a concern. As a result, overall attendance is broadly in line with the national average. Leaders provide a range of early help that enables pupils to overcome barriers to regular attendance. This is reflected in a steady reduction in the number of pupils who are persistently absent. Leaders recognise that further work is needed so that all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, sustain consistently high attendance.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ behaviour and lead by example. Staff have established positive relationships with pupils. As a result, pupils’ behaviour and conduct are typically positive. At times, some pupils struggle to follow the school’s rules consistently. Although suspensions have been above the national average, leaders’ support has reduced these over time. Clear routines help pupils understand expectations. Staff apply behaviour policies consistently. Leaders address bullying concerns promptly. Restorative conversations help pupils learn from their mistakes. Pupils’ attitudes to learning are typically positive. Staff intervene when pupils lose focus, which usually helps them to re-engage.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching. They use regular monitoring to identify strengths and act quickly where improvement is needed. This ensures that resources and staff support are used effectively. The curriculum is well structured. It sets out clear sequences and builds knowledge in small steps. This helps pupils to progress well across subjects.

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Curriculum and teaching Expected standard

Teachers check what pupils, including pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who face additional barriers, know and understand. However, at times, teachers do not use this information precisely enough. As a result, activities are not always adapted well enough in some subjects. This slows the learning of some pupils.

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Curriculum and teaching Expected standard

Leaders prioritise teaching the core skills, including early reading. They have provided staff training to help ensure that the phonics programme is delivered consistently. Pupils read books that match the sounds they have learned. Extra support is provided quickly if pupils fall behind. This helps pupils to develop fluency and confidence.

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Curriculum and teaching Expected standard

The curriculum is inclusive. Staff provide adaptations that support pupils with SEND effectively. This helps them to access the curriculum with increasing success and confidence.

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Early years Expected standard

Leaders understand the early years provision well. They check what is working and what needs to improve. They use this knowledge to help strengthen the provision. They train staff effectively and deploy them where they are most needed. As a result, staff deliver the curriculum well. For example, adults model language clearly and extend learning through play. They use purposeful, open-ended questions to encourage children to think more deeply.

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Early years Expected standard

The curriculum is ambitious, broad and well sequenced. Staff plan activities that build children’s knowledge and skills across the 7 areas of learning. Daily routines and structured sessions support children to be ready for Year 1. Staff identify key gaps quickly and provide extra help so that children catch up. Staff check understanding at the right time and adapt activities when needed. Children with special educational needs and/or disabilities (SEND) receive timely support and take part fully in learning.

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Early years Expected standard

Children, including those with SEND and those who face barriers, achieve well from their starting points. They learn the sounds and handwriting skills needed to begin to read and write.

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Early years Expected standard

Leaders place a strong focus on children’s wellbeing and welfare and have high expectations. Behaviour is typically calm and respectful. Leaders work closely with parents throughout the year. Transition arrangements and parent sessions help parents and carers to engage in their child’s learning.

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Inclusion Expected standard

Leaders have established a welcoming and inclusive school environment. This helps pupils to feel safe and ready to learn. Leaders have a precise understanding of pupils’ needs, including pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who face additional barriers to their learning. They ensure that staff have the knowledge to identify needs promptly and the guidance to respond effectively.

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Inclusion Expected standard

Staff identify barriers to learning appropriately. They provide step-by-step support that enables pupils to develop their knowledge and skills. When pupils require additional help, staff make personalised adaptations. Leaders work closely with families and external professionals. They use their advice wisely. This helps to ensure that pupils access learning with increasing confidence. When pupils have important gaps in their learning, leaders organise extra help in areas such as mathematics, writing and phonics. These interventions help pupils catch up.

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Inclusion Expected standard

Staff receive the training they need to support pupils with SEND. Recent professional development has strengthened inclusive practice. Pastoral support is swift. Staff provide early help and escalate to more targeted support when needed.

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Inclusion Expected standard

Leaders use the pupil premium funding appropriately. This enables disadvantaged pupils to participate in visits and wider experiences alongside their peers, ensuring that they are fully included.

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Leadership and governance Expected standard

Since the previous inspection, the school has joined Unity Schools Partnership Trust. Leaders have an accurate understanding of the school’s context, strengths and priorities. They have addressed the areas for improvement from the previous inspection successfully. For example, the curriculum is well sequenced and ambitious, supporting pupils to build knowledge over time.

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Leadership and governance Expected standard

Leaders regularly check the quality of the curriculum. This gives them an accurate view of teaching, and they act swiftly where improvements are needed. To strengthen this further, middle leaders need more support to develop the expertise required to monitor provision and secure stronger outcomes for pupils.

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Leadership and governance Expected standard

Trustees and trust committees provide clear oversight of the school’s work. Trustees hold leaders to account through regular challenge, while also offering appropriate support. Local governors are committed and provide an additional layer of support and challenge.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing. Clear policies and systems help to protect staff. Staff value the support they receive. Centralised trust systems reduce leaders’ workload. As a result, leaders focus more on teaching and learning. A positive professional culture is evident.

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Leadership and governance Expected standard

Professional development is prioritised. Staff receive regular, high-quality training, including in phonics, mathematics and writing. Ongoing development is supported through weekly meetings. Staff typically apply what they learn. Collaboration across the trust strengthens expertise over time.

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Leadership and governance Expected standard

Leaders engage effectively with parents and the wider community. Regular communication and opportunities support positive relationships between home and school.

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Personal development and wellbeing Expected standard

Leaders take a clear and strategic approach to personal development. They plan the programme carefully and review it regularly to ensure that it meets the needs of all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities. As a result, all pupils take part in the full range of opportunities.

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Personal development and wellbeing Expected standard

Pupils learn about healthy relationships, consent and appropriate behaviour. They understand how to stay safe online and offline, including how to manage risks in everyday situations. Pupils learn about road safety and how to respond to strangers. They know when it is important to ask a trusted adult for help.

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Personal development and wellbeing Expected standard

Pupils develop an understanding of their mental health and wellbeing. They talk about how they feel and describe simple ways to manage their emotions, such as taking a short break, breathing slowly or choosing an activity they enjoy. These strategies help pupils to remain calm and stay safe.

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Personal development and wellbeing Expected standard

Pastoral support is effective and responsive to pupils’ needs. This starts with staff establishing positive and caring relationships. Staff identify concerns early and provide support sensitively. Leaders work with external services when needed. This ensures that pupils, including those who are more vulnerable, receive appropriate help at the right time.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of opportunities to support pupils’ wider development. Pupils take part in assemblies, performances and social action projects that help to build confidence and resilience. Educational visits, including visits to places of worship, support pupils’ spiritual and cultural understanding. Pupils learn about different beliefs and backgrounds and show respect for others.

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Personal development and wellbeing Expected standard

Relationships and health education is age-appropriate. Pupils understand different types of families and friendships and show respect around diversity. Pupils attend clubs and activities, including bushcraft, which help them to develop interests and talents. Pupils develop an appropriate understanding of fundamental British values, including respect, tolerance and community.

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

Pupils live the school’s vision of ‘achieving together’ each day. They begin to develop the skills needed to become lifelong learners. This is supported through the school’s core values of inclusivity, respect and tolerance. For example, from the early years, children learn the importance of listening, being polite and following class routines.

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

Pupils enjoy school. They typically engage positively in their learning. Pupils benefit from a well-sequenced curriculum that supports their understanding across subjects. They recall prior learning and explain their ideas with increasing confidence. Outcomes at the end of key stage 2 in reading, writing and mathematics show that most pupils are prepared well for secondary school. Leaders reduce barriers to learning effectively. They identify pupils’ needs early and provide suitable support, including for pupils with special educational needs and/or disabilities and those who face additional barriers. As a result, pupils, including those who are disadvantaged, progress appropriately from their various starting points.

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

Pupils are included in all aspects of school life. They typically have positive relationships with staff and each other. Staff know pupils well and provide regular support, including pastoral care. Pupils take part in a wide range of clubs, visits and enrichment activities. For example, ‘The Kett’s Kitchen Team’ provides opportunities to promote healthy eating. This includes dining with the chef, attending a cooking club and contributing to the school lunch menu. These experiences help pupils build confidence, independence and friendships beyond their immediate peer group.

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

Pupils behave well. They follow routines and show respect for others. Staff address any low- level disruption quickly. Pupils feel safe. They know who to speak to if they have concerns. Leaders respond to incidents, including bullying, promptly and appropriately. Attendance is broadly in line with the national averages.

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

Pupils are generally well prepared for life in modern Britain. They understand values such as respect and kindness and contribute positively to the school community.

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Next steps

Leaders should ensure that middle leaders are provided with further support and guidance so they develop the expertise to check the quality of provision so that their work improves outcomes for pupils. Leaders should ensure that teaching is adapted more promptly during lessons so that pupils build more effectively on what they already know. Leaders should continue to ensure that their work to improve pupil attendance leads to sustained high attendance, particularly for pupils who are disadvantaged.

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About this inspection

This school is part of Unity Schools Partnership 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), Mr Dominic Norrish, and overseen by a board of trustees, chaired by Mrs Christine Quinn.

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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

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Team inspectors:

Joanna Pedlow, Ofsted Inspector Carol Dallas, Ofsted Inspector Marcus Cooper, 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 inspectors confirmed the following information about the school:

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What does this mean?

The school uses no alternative provision.

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What does this mean?

Headteacher: Cara Fahy 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 (final) 62% 62% Close to average

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average

2023/24 (final) 57% 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

2024/25 (final) 77% 75% Close to average

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average

2023/24 (final) 74% 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 (final) 74% 72% Close to average

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average

2023/24 (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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average

2023/24 (final) 69% 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

2023/24 (final) 52% 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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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) 13.6% 13.0% Close to average

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national average

2023/24 (3 term) 16.2% 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

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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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