St Andrew's CofE VA Primary School, Lopham

St Andrew's CofE VA Primary School, Lopham

Address: The Street, North Lopham, The Street, Diss, Norfolk, IP22 2LR Unique reference number (URN): 121149

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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 achieve well. Pupils with special educational needs and/or disabilities progress steadily through the curriculum, from their individual starting points. Disadvantaged pupils are well supported to keep up with their peers. Published outcomes show that, in the past, some pupils have not achieved as well as they could. Changes to the curriculum and improvements to teaching have begun to address this. Pupils read well. They develop a passion for books and immerse themselves in a wide range of stories. Pupils at the earliest stages of reading secure key phonics knowledge. Staff support pupils who start to fall behind, to quickly catch up.

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Achievement Expected standard

Pupils construct well-reasoned and thoughtful written responses. However, sometimes, writing focuses on surface features of topics. It does not reflect pupils' deeper verbal answers. Pupils secure important mathematical fluency. However, some pupils have gaps in their knowledge and misconceptions have become embedded. This hinders their application of mathematical concepts to solve different problems.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils’ attendance. These expectations are consistently reinforced by staff. Leaders monitor pupils’ attendance closely to identify patterns or trends in pupils’ absence. They use this information to trigger swift interventions when necessary. Leaders work sensitively with pupils and their families to provide support. This helps pupils, including those with special educational needs and/or disabilities, overcome their barriers to regular attendance. As a result, pupils’ attendance is close to the national average. However, leaders are determined to secure even higher rates of attendance for all pupils.

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Attendance and behaviour Expected standard

Pupils’ behaviour is excellent. They consistently meet the high expectations leaders have for their conduct. In class, pupils are focused and attentive. Pupils work hard, because they have a keenness to learn. Classrooms are quiet, productive spaces. Learning is rarely disrupted. If teachers need to step in, they do so consistently and fairly. Around school, pupils are social and respectful. They enjoy the outside space. They use the play areas and equipment safely and with regard for others. Older pupils take care to ensure that younger pupils are included in games and activities. Pupils know the importance of being kind. They value the positive relationships they have with staff and their friends. Bullying is exceptionally rare.

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Curriculum and teaching Expected standard

The curriculum is ambitious. It provides pupils with a breadth of learning across a wide range of subjects. Leaders have logically ordered the teaching of new content. This enables staff to link new knowledge to what pupils have already learned. Leaders ensure that staff have the necessary knowledge to teach the curriculum. Typically, teaching supports pupils to secure key knowledge. Explanations are clear. Adaptations for pupils with special educational needs and/or disabilities are skilfully crafted. Teachers ask probing questions to test pupils’ understanding. However, in some cases, for example in mathematics, these checks lack precision. This means that misconceptions are not always accurately diagnosed and addressed.

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Curriculum and teaching Expected standard

Reading is core to the curriculum. The teaching of phonics is effective. It helps pupils at the earliest stages of reading secure important reading knowledge. The wider curriculum is based around a broad and diverse range of books. Teachers provide pupils with the opportunity to explore interesting and captivating stories. This helps pupils to learn key knowledge. It also provides access to different cultures, and fosters a love of reading. The redeveloped writing curriculum is supporting pupils write more effectively. However, sometimes, teaching does not help pupils write deep and rich responses to questions.

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Inclusion Expected standard

Leaders swiftly identify the individual needs of pupils. They accurately diagnose the specific barriers that might hinder pupils with special educational needs and/or disabilities (SEND) access to the curriculum. Leaders ensure that pupils and parents and carers are included in the process. Where it is appropriate, leaders engage with external agencies to access support and advice. Leaders translate this information into carefully considered plans. They break down broad learning objectives into small achievable targets. Leaders monitor how well their strategies to support pupils achieve these targets. Where necessary, leaders adjust their approaches. This addresses any changing or new and emerging needs. Leaders ensure that staff have the expertise to understand and deliver these plans. Staff draw on this expertise as they make well-crafted adaptations to their teaching. As a result, pupils with SEND are supported to access learning effectively. They learn well and progress through

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Inclusion Expected standard

the curriculum from their starting points.

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Inclusion Expected standard

Leaders use the pupil premium funding to support disadvantaged pupils well. They use this funding to build strategies that help the pupils flourish. Leaders routinely check on the personal and academic progress of disadvantaged pupils. They ensure that these pupils do not miss out on learning, or the extensive number of wider experiences.

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Leadership and governance Expected standard

Leaders have a laser focus on making sure pupils, including disadvantaged pupils, access the best education. The school is part of a federation with two other local schools. Leaders’ clear vision is shared by staff across the federation. Leaders use the benefits of the federation well. They utilise the additional experience and expertise to secure improvements at St Andrew’s. They ensure that pupils benefit from the increased opportunities they would not enjoy as a single, small school. Leaders have clarity about where the school has strengths, for example in the redesign of the curriculum and improvements to teaching. Leaders are equally clear as to where further work is needed. They have well-considered plans to secure this improvement.

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Leadership and governance Expected standard

Governors hold leaders to account. They ask challenging questions that ensure leaders’ focus remains on pupils’ best interests. They use their expertise well to check that the needs of pupils with special educational needs and/or disabilities are met. Governors meet their statutory responsibilities. Staff are proud to work at the school. They understand the pressures of working in a small school. However, they value how leaders, and governors, help them balance their workload. Staff feel they are able to maintain a healthy work-life balance. Staff value the professional development opportunities offered by leaders. They see how this has helped them improve their practice.

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Leadership and governance Expected standard

Parents appreciate the improvements leaders have made since they joined the school. They value how pupils are learning more. Parents are supportive of the role the school plays at the heart of the village community.

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Personal development and wellbeing Expected standard

Pupils learn about a range of faiths and cultures that are different from their own. Carefully considered visits and enrichment activities supplement pupils’ classroom-based learning. Culture weeks allow pupils to immerse themselves in the art, cuisine and language from different countries. Visits to places of worship help pupils understand faiths from around the world. The books and stories pupils read help them celebrate the diversity of modern life. Pupils value difference. They welcome everyone for who they are.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well designed. It provides pupils with key knowledge that prepares them for life in Britain. Pupils learn about the importance of positive healthy relationships. As pupils get older, they learn about personal space and then consent. Teachers teach these topics with sensitivity. Staff take care to make sure that pupils, including those with special educational needs and/or disabilities, understand what they have been taught. Pupils learn how to keep themselves safe online and in the real world. Pupils understand fundamental British values, such as tolerance and the rule of law. Pupils live these values. They are woven tightly into the fabric of the culture of the school. Elections to the school council help pupils see democracy in action. Leadership roles help pupils see the value of contributing to their community.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of wider opportunities. Trips to London landmarks help pupils see history and British culture in real life. Activities at a local adventure centre build resilience. At the same time, they provide unforgettable memories as pupils share their struggles as they learn to paddleboard. Leaders make sure that everyone, irrespective of disadvantage, has the opportunity to enjoy these experiences. The annual Christmas concert brings together pupils, and their families. Pupils flourish as they take the opportunity to showcase their talents on stage alongside their friends.

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

Pupils love their school. They feel safe and cared for by kind staff who know them well. Warm and positive relationships are abundant across the school. They provide the bedrock of a sense of belonging to this small, school family. Pupils are well prepared for life in modern Britain. They are keen to make a positive contribution to school and village life. Older pupils look out for younger ones. Together, staff and pupils make sure nobody is left out. Bullying is rare because pupils respect difference. They accept everyone as an individual. Pupils shine as lights across their community. Pupils are inquisitive about the world around them. They are keen to learn. Pupils see the benefits of the changes to the curriculum and teaching made by leaders in recent times. Pupils enjoy reading a diverse range of books and stories. These gel the curriculum together and help pupils link knowledge across different subjects. Pupils with special educational

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

needs and/or disabilities are well supported to meet aspirational goals. Historically, some pupils have not learned key knowledge in writing and mathematics as well as they could. However, pupils are now learning well. They are being well prepared for the challenges of secondary school.

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

Pupils behave extremely well. They are polite and well mannered. Pupils are keen to showcase their achievements. Pupils attend school regularly. They do not want to miss out on learning. They know a day’s absence could mean missing an exciting surprise trip to the beach or outdoor adventure centre. Pupils, including disadvantaged pupils, benefit from the wider school federation with two other local schools. They enjoy the opportunities to engage in sports activities. They proudly put on impressive school shows. The eagerly anticipated annual camp-out cements strong friendships. Pupils join with friends from partner schools and staff to build memories while developing their independence and resilience.

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Next steps

Leaders should ensure that staff have the expertise to use their checks on pupils’ understanding to adapt their approaches to help pupils fix gaps and misconceptions in mathematics. Leaders should ensure that staff have the knowledge to support pupils to develop their writing to be able to construct written responses that reflect the depth of their understanding of key ideas. Leaders should ensure that they continue to implement their strategies to secure high rates of attendance.

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About this inspection

The chair of the board of governors in this school is Penny Sheppard.

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About this inspection

The school is part of a federation called The Saints Federation. The executive headteacher is also the executive headteacher of the two other schools in the federation.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the executive headteacher, deputy headteacher, staff, governors, a representative of the local authority and a representative of the diocese during the inspection.

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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 14 July 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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70

Well below average There is no grade awarded for early years provision as there are currently no pupils in the Reception Year.

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70

The inspectors confirmed the following information about the school:

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70

This school is registered as having a Church of England religious character. It is in the Diocese of Norwich. Its last section 48 inspection was in October 2023.

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70

The school currently uses no alternative provision.

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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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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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average

2023/24 (final) 75% 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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Pupils reaching the expected standard in mathematics

The percentage of 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

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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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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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) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 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

2024/25 (3 term) 11.1% 13.0% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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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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