Colby Primary School

Colby Primary School

Address: Bridge Road, Colby, Norwich, Norfolk, NR11 7EA Unique reference number (URN): 120798

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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 Strong standard

Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, have consistently maintained high attendance over the past few years. Persistent absence has also remained below the national average during the same period of time. This is a clear strength of the school. Pupils understand the importance of attending school and arriving on time every day. Leaders use robust systems to monitor and track absence, acting quickly when concerns arise. Staff work closely with families, offering support and appropriate challenge when needed.

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Attendance and behaviour Strong standard

Pupils’ attitudes to learning are strong. Pupils demonstrate integrity and perseverance when working independently. Staff have established positive relationships with pupils. They know each pupil very well. Leaders provide support with care and kindness. Classrooms are calm and purposeful. Leaders and staff consistently model high behaviour expectations. Pupils understand these expectations well. They follow routines with confidence. This begins as soon as children join the school in the early years. Pupils interact well together and understand how to behave safely. For example, during playtime, older pupils speak kindly and help younger pupils. This helps to create a positive and safe school culture. Pupils accurately explain what bullying means. They know that staff will support them if they have a worry or concern.

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Personal development and wellbeing Strong standard

Leaders have implemented a well-thought-out personal development programme. This starts with leaders having a clear and accurate understanding of what works well and where aspects of the programme need adjusting. As a result, pupils know and remember detailed knowledge. Pupils develop their confidence, resilience and independence.

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Personal development and wellbeing Strong standard

The programme is well planned and reflects the local context. For example, pupils learn about water safety due to the nearby coastline. They also learn how to stay safe in the village community when near the winding country roads. They explain the need to avoid unfamiliar areas, inform adults of their plans and use safety equipment such as helmets when riding bikes on the road.

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Personal development and wellbeing Strong standard

The relationships and health education curriculum is well sequenced. It supports pupils in mixed-age classes well. Staff teach sensitive topics appropriately. Parents are engaged through shared resources and open communication.

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Personal development and wellbeing Strong standard

Pupils understand the importance of establishing respectful relationships. They explain the importance of listening, sharing and supporting each other. They show developing empathy. Pupils recognise that unkind behaviour may link to personal difficulties. Pupils behave extremely well at playtime and during social times. They act responsibly and include others in their play. For example, some pupils worked together when they created a fabulous bumblebee home using a crisp packet, some flowers and a hole in the ground.

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Personal development and wellbeing Strong standard

The school’s wider offer is extensive. Pupils access a wide range of clubs, including netball, choir and drama. They take part in enterprise activities and community links. These include

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Expected standard

working with local businesses. There are many leadership roles. Pupils value these and understand how responsibilities develop their own leadership qualities.

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Expected standard

Leaders provide effective pastoral support and anticipate pupils’ needs well. Daily support, buddy systems and external services ensure timely help. This inclusive approach ensures all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, benefit fully.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities and pupils who have additional barriers to their learning, achieve well from their starting points. Pupils develop the knowledge and skills they need across all curriculum subjects and year groups. They learn the core skills in reading, writing and mathematics well. Pupils’ knowledge continues to build as they move through the school. They use what they have learned confidently in subjects such as science, geography and religious education.

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Achievement Expected standard

Pupils consistently achieve above the national averages in published outcomes. For example, in the key stage 2 reading, writing and mathematics tests, Year 1 phonics check and the Year 4 multiplication check, recent results have all been above the national averages.

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Achievement Expected standard

Pupils who are disadvantaged achieve well in a range of subjects. Gaps between disadvantaged and non-disadvantaged pupils’ achievement are narrowing over time. As a result, pupils are appropriately prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have a clear and accurate understanding of the quality of the curriculum and teaching. They use these insights to take timely action. They deploy staff well and allocate resources carefully. This supports improvement across the school.

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Curriculum and teaching Expected standard

The curriculum is generally ambitious and well sequenced. It builds knowledge over time from early years onwards. However, in some areas, including early writing, leaders have identified essential knowledge but have not defined the end points precisely enough. This leads to some inconsistency in how the curriculum is implemented across classes. Teachers demonstrate detailed knowledge within the science, mathematics and phonics curriculum. As a result, pupils can explain their learning using correct terminology and in detail.

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Curriculum and teaching Expected standard

Pupils generally develop the important core skills in reading, writing and mathematics. The teaching of early reading follows a systematic and synthetic phonics programme. Pupils read books that match their phonics knowledge. Additional, effective support is put in place when pupils fall behind. Consequently, many pupils can read fluently and with increasing confidence. Teachers typically adapt learning to meet pupils’ needs. They use strategies such as visual prompts, structured resources and additional time. These adaptations generally help pupils overcome barriers to learning and progress well.

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Early years Expected standard

Children arrive promptly and quickly settle each day. Staff are available to speak to parents before and after school. Parents can then share appropriate news or concerns they may have. Staff model high expectations. Leaders initially established and shared these. This helps children to understand what is expected of them. Staff create a safe and nurturing learning environment. Routines are clear so children feel secure and ready to learn.

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Early years Expected standard

The early years curriculum is broad and generally well sequenced. Leaders draw on children’s interests to shape learning effectively. Children have access to a wide range of experiences, both inside and outside. However, some of these activities lack a clear purpose. This limits how securely children build their knowledge over time.

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Early years Expected standard

Children with special educational needs and/or disabilities receive appropriate support. Staff adapt learning and use targeted strategies. Parents are involved through regular communication. Leaders have a clear understanding of strengths and areas for improvement in the early years.

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Early years Expected standard

Children generally progress well from their starting points. Early reading is prioritised. Staff teach phonics from the start of the Reception Year. Children read books that match their knowledge. They develop confidence and fluency. Many children achieve a good level of development by the end of the Reception Year. They are typically well prepared for Year 1.

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Inclusion Expected standard

Leaders have a clear strategic overview of pupils' needs, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders have ensured staff have the knowledge to promptly identify pupils’ barriers to learning. Staff undertake appropriate checks that provide them with detailed information about what each pupil knows and understands.

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Inclusion Expected standard

Staff provide pupils with a range of adaptations in lessons and make reasonable adjustments. As a result, pupils access their learning with confidence. For example, extra resources and effective adult support enable many pupils to be successful.

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Inclusion Expected standard

Pupils with SEND and those who are disadvantaged achieve well from their starting points. A key reason for this is that leaders ensure pupils catch up quickly when they have important gaps in their learning. Leaders regularly check what pupils know and remember. They use this information to prioritise their extra help. This means pupils catch up. This also helps to reduce the achievement gap with their peers. Leaders use the extra funding they receive effectively. They ensure no pupil misses out on wider curriculum opportunities and that pupils receive the effective support and care they need. This includes any pastoral support.

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Leadership and governance Expected standard

Leadership and governance have undergone significant changes since the previous inspection. These changes have strengthened the school’s capacity to improve. Leaders and governors have a clear understanding of the school’s context, strengths and areas for development. They have established appropriate priorities that focus on improving pupils’ experiences. Their work is increasingly evident in the day-to-day life of the school.

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Leadership and governance Expected standard

Leaders promote high expectations consistently. Staff share these expectations and apply them in their work. This contributes to a positive culture. Leaders are visible and accessible. Staff and parents value both the support and challenge leaders provide.

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Leadership and governance Expected standard

Leaders are developing their professional development offer. Training is typically appropriate and supports staff at different stages of their careers. Collaboration with other schools and external partners is strengthening this work. Staff wellbeing is a strength. Leaders consider workload carefully and take steps to reduce unnecessary burden. As a result, staff feel valued and supported. This helps to sustain a positive working environment.

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Leadership and governance Expected standard

Governors bring a suitable range of skills and experience. They understand their responsibilities and meet their statutory duties. They provide appropriate challenge and support to leaders, including through visits and scrutiny of leaders’ work. This helps to ensure that resources are used effectively.

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Leadership and governance Expected standard

Leaders and governors typically act in the best interests of all pupils. They promote inclusion and wellbeing. Leaders engage well with parents and the community. They build positive relationships and involve parents when additional support is needed.

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

Pupils experience the school's vision of 'everyone learns, everyone leads, everyone matters'. For example, every pupil in the school undertakes one of the numerous pupil leadership opportunities. A popular choice is learning how to take care of Astrid and Pickles, the 2 school guinea pigs. Pupils benefit from leaders’ determined approach to ensure everybody has a role to play to make the school a positive and inclusive community.

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

Pupils speak positively about school. They engage well in lessons and wider curriculum activities. They are proud of the work they produce. Pupils recall prior learning and apply it across subjects. For example, older pupils can explain how their learning about electrical circuits in science helped them to create a battery-powered buggy in design and technology.

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

Pupils learn a broad and well-planned curriculum. Teaching supports them to build knowledge and skills from their starting points. Leaders identify barriers early and provide effective support. This includes help for pupils with special educational needs and/or disabilities and those who are disadvantaged. Published outcomes show that pupils achieve well. Gaps in learning are usually addressed quickly through effective help. This ensures that pupils are appropriately prepared for the next stage of education.

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

Pupils access a wide range of leadership roles, clubs and enrichment opportunities. These experiences support confidence and teamwork. Pupils form strong relationships with staff and peers. They show kindness and empathy. For example, older pupils support younger pupils and model positive behaviour at social times. This supports younger pupils’ personal development.

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

Behaviour and attendance are strengths of the school. Pupils move sensibly around the school and follow routines well. They understand expectations and respond to reminders. Pupils feel safe. They know how to report concerns and trust staff to act. They understand bullying and say that it is rare. Pupils attend regularly and arrive on time.

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Next steps

Leaders should strengthen the support and guidance provided to teachers so that curriculum end points in every subject, particularly early writing, are more clearly defined and understood. Leaders should further develop the early years continuous provision so that children have consistently purposeful opportunities to deepen their learning across the curriculum.

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About this inspection

The co-chairs of the board of governors in this school are Jill Aquarone and Nick Bendy.

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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, school leaders, representatives of the governing body, including the co-chairs of governors, a representative of the local authority, parents, staff and pupils.

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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 current headteacher joined the school in January 2026.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

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

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

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

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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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) 75% 72% Close to average

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average

2022/23 (final) 76% 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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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

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

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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gap

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 6.3% 5.9% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 17.1% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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