Wensum Junior School

Wensum Junior School

Address: Turner Road, Norwich, Norfolk, NR2 4HB Unique reference number (URN): 141356

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Personal development and wellbeing Strong standard

The personal development programme is a significant strength of the school’s provision. It resonates through the curriculum. It is carefully tailored to the school’s context and aspirations of all pupils, regardless of background. This ensures a palpable pastoral ethos to the school. Leaders fully understand pupils’ needs and the barriers they face. Leaders provide precise pastoral support so that pupils are happy, safe and secure. Furthermore, pupils benefit from opportunities to enrich their wider development.

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Personal development and wellbeing Strong standard

Pupils know how to look after themselves. They learn about healthy eating and understand the importance of being active. Pupils grasp, in an age-appropriate way, how their bodies will change. They understand the responsibilities these changes will bring. They keep safe online. They have the wisdom to question what they read on the internet.

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Personal development and wellbeing Strong standard

Leaders’ actions ensure that pupils are open-minded, curious and tolerant and embrace difference. Pupils respect people of other cultures and religions. They rightfully acknowledge their importance in British society. Pupils discuss prejudice, racism and discrimination with sensitivity. They are familiar with the diary of Anne Frank. This helps them to understand the causes of the Holocaust. Pupils can explain how Rosa Parks and Martin Luther King changed people's perceptions of difference and advanced human rights. They know how to maintain healthy relationships. Pupils have the skills to mediate and resolve disputes.

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Personal development and wellbeing Strong standard

The school ensures that all pupils take on leadership roles. Pupils therefore make a valuable contribution to the life of the school. Pupils vote for school councillors to represent their views and needs. This reinforces pupils' understanding of democracy. Play leaders and sports captains orchestrate games and ensure fair play. Kindness ambassadors look out for others and make sure they are happy. School journalists write articles for the trust magazine. Pupils gain important life skills that put them in good stead for the future.

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Achievement Expected standard

Pupils' achievement, including disadvantaged pupils and those who speak English as an additional language (EAL), is now typically in line with national averages. This is as a result of leaders' actions to improve the curriculum and attendance. This puts pupils in good stead for the next stage of their education. Pupils with complex special educational needs and/or disabilities (SEND) make significant progress from low starting points. Pupils, including those with EAL, read with expression, fluency and accuracy. They explain complex concepts, such as slavery, with confidence and with empathy. While most pupils write in a range of genres to narrate, explain and describe, some pupils do not write at length or with sufficient accuracy. Pupils calculate accurately and with speed. However, some pupils do not have sufficient practice to apply their mathematical knowledge more independently to solve problems. Leaders' high expectations are therefore not as well realised for a minority of

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Attendance and behaviour Expected standard

Leaders meticulously check and analyse pupils’ behaviour and attendance. They respond quickly to concerns. Leaders have worked well with parents to ensure that their high expectations are understood. They liaise with external agencies to provide families with the precise support they need. As a result, pupils’ attendance has improved. Overall attendance, including for disadvantaged pupils, is typically in line with national averages. A small minority of pupils with special educational needs and/or disabilities (SEND) do not attend as well, although their attendance is improving. Any use of a reduced timetable is rare, short term and clearly justified.

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Attendance and behaviour Expected standard

Pupils behave well. They are attentive, kind and respectful to their peers and adults. Teachers have established clear routines. As a result, pupils' behaviour in lessons and around the school is calm and orderly. Pupils are enthusiastic and are ready to learn. Leaders respond appropriately to less desirable behaviours. Any threatening and/or prejudicial behaviour is not tolerated. Bullying is rare. Pupils understand how their actions and words may affect others. Pupils whose behaviour has been challenging in the past know how to modify their actions. They interact positively with their friends. As a result, serious behaviour incidents have reduced considerably. Suspensions from school are now rare because of leaders' actions.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have refined the curriculum. Leaders have carefully chosen the knowledge pupils learn. This knowledge generally builds well over key stage 2. As a result, most pupils build secure knowledge in reading, writing and mathematics. They learn about world events through the books they read. Pupils grasp key concepts and skills across the curriculum. They compare Greek gods to world religions, for example. They know how to carry out scientific investigations.

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Curriculum and teaching Expected standard

Teachers generally have secure subject knowledge because of the training they receive. Teachers explain with clarity and provide pupils with clear examples. They present new knowledge clearly, in small stages. This helps all pupils, especially those with special educational needs and/or disabilities and those who speak English as an additional language, to understand. Teachers ensure that pupils have a lot of practice of previously learned knowledge. This helps pupils to remember knowledge better.

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Curriculum and teaching Expected standard

While staff typically check gaps in pupils' learning, some staff do not identify inaccuracy in pupils' spelling and punctuation. As a result of this, errors in common words and subject- specific vocabulary persist. Furthermore, the quality of pupils’ handwriting is inconsistent, with some inaccurate letter formation. Leaders are aware and are working with teachers to improve the quality of pupils’ writing.

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Inclusion Expected standard

Since the last inspection, Leaders have established an inclusive culture that permeates all areas of school life.

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Inclusion Expected standard

Leaders carefully identify pupils' needs when they join the school. The proportion of disadvantaged pupils is well above the national average. Leaders' actions and their use of pupil premium funding make sure disadvantaged pupils thrive academically and personally. Leaders monitor how well teachers adapt the curriculum for pupils with special educational needs and/or disabilities (SEND). They further refine the curriculum in light of this evaluation. The school has innovated the curriculum for some pupils with complex barriers to learning. This work nurtures pupils' social skills and resilience. Most pupils with SEND achieve and attend well. Leaders continue to tackle attendance and achievement barriers for a small minority of pupils.

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Inclusion Expected standard

The 'learning village' supports pupils who speak English as an additional language to make rapid progress. Leaders have made oracy a priority. This ensures a lot of discussion and debate in lessons. This helps all pupils to improve their spoken language. Leaders have a thorough understanding of the challenges pupils known to social care experience. Leaders ensure that these pupils receive the support they need.

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Inclusion Expected standard

The school makes appropriate use of alternative provision when necessary.

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Leadership and governance Expected standard

Leaders have ensured that their inclusive vision for the school is realised. The school is a sanctuary for all children, regardless of background. Leaders have an astute understanding of what the school does well and how it needs to develop. This accurate evaluation leads to meaningful actions. These have helped drive improvement in all areas of school life. Pupils now achieve and attend better. They behave very well. Governors and trustees similarly understand the school’s strengths. They hold leaders to account and support them to be at their best. They fully meet their statutory duties. The trust has supported the school in sharing its expertise. Leaders acknowledge there is more work to do to strengthen the curriculum further. This in turn will boost outcomes. They also understand the need to work even closer with parents to bolster attendance.

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Leadership and governance Expected standard

Staff appreciate the support and training they receive. This helps them to implement the curriculum better. Staff are very positive about the school. They value how leaders consider their wellbeing. They understand the reasons behind the decisions leaders make. They find their workload reasonable.

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Leadership and governance Expected standard

The school has built bridges with parents and the local community. Parental perception of the school has improved considerably. Parents acknowledge the impact of leaders' actions on their children's lives. It is evident that leaders have the skills and expertise to ensure future improvement. Leaders are indeed sharing their curriculum innovation to support pupils with special educational needs and/or disabilities with other schools in the trust.

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

Pupils like their school and value its diverse community. They know that staff have their wellbeing at heart at all times. Pupils are therefore happy and feel safe. They know they can always turn to an adult for support. Pupils are kind and care for each other well. Older pupils are role models. They inspire others to be at their best.

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

Pupils do not tolerate less positive behaviours or attitudes from others. Pupils are compassionate. They are eager to understand different cultures and ways of life. Pupils embrace diversity. They consider their school to be a sanctuary because it welcomes children from all over the world. Pupils understand there is more that unites them than divides them. This prepares pupils well for life in multicultural Britain, and, indeed, a global world.

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

Most pupils participate enthusiastically in lessons and read widely. They generally attend well. Pupils are keen to discuss their ideas and help each other in class. Most pupils achieve well, with national outcomes improving significantly. Pupils with increased needs receive the precise help they need, and they flourish. However, at times, some learning activities do not ensure that some pupils learn as much as they could.

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

Pupils enjoy a rich range of extra-curricular activities. The participation of all pupils, including those who are disadvantaged, is high. Pupils hone their sporting abilities through martial arts and team games. They dance, learn new languages and develop important life skills such as cookery. Educational visits enhance pupils’ curriculum knowledge, and pupils have fun. Pupils go to the beach to enrich their understanding of coastal erosion. They recreate Stone Age life and experience historical sites in East Anglia. These enrich their knowledge of Anglo-Saxon culture. Pupils compare this to Ancient Egypt and Mayan life, which reinforces their understanding of Empire.

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Next steps

Leaders should ensure that teachers identify mistakes in some aspects of foundational knowledge, especially spelling, with greater rigour. This will prevent pupils from continuing to make the same mistakes. Leaders should ensure that their high ambitions for all pupils are realised so that pupils build ever more complex knowledge with confidence. This will ensure that outcomes improve further.

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About this inspection

This school is part of Evolution 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), Dr Craig Avieson, and overseen by a board of trustees, chaired by Drew Whitehead.

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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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Team inspectors:

Julie Winyard, Ofsted Inspector Jules Stops, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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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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240

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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240

Inspectors spoke with the CEO, the chair of the board of trustees, the chair of governors, the headteacher, the assistant headteacher, teachers, other staff, parents and pupils during the inspection.

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240

The school currently makes use of one alternative provision.

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240

Headteacher: Corrina Peachment Close to average

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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 6 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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 65% 62% 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) 74% 75% 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) 72% 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

2024/25 (final) 76% 74% 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) 44% 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) 56% 63% Close to average

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average

2023/24 (final) 57% 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

2024/25 (final) 50% 59% 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

2024/25 (final) 56% 61% 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

2023/24 (3 term) 5.9% 5.5% 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) 14.6% 13.0% Close to average

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national average

2023/24 (3 term) 16.7% 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. 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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