Gresham Village School and Nursery

Gresham Village School and Nursery

Address: Cromer Road, Gresham, Norwich, Norfolk, NR11 8RF Unique reference number (URN): 144839

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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 generally achieve well. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers to learning and/or wellbeing. Pupils at the early stages of reading, writing and mathematics typically secure the firm foundations needed for future learning. By the end of Year 6, pupils' achievement in reading and mathematics is typically above that of pupils nationally. Pupils' achievement in writing has been less positive. However, it is improving. The impact of the new writing curriculum is evident in the quality of work that pupils produce. Pupils are increasingly confident with spelling, punctuation and grammar.

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Achievement Expected standard

Pupils are well prepared for the next stages of their education. Across the school, they read fluently. Phonics teaching is highly effective, so many pupils achieve the phonics knowledge expected at the end of key stage 1. Pupils, of all ages, speak confidently, using a range of subject-specific vocabulary. Overall, pupils are well prepared for their transition to secondary school by the end of Year 6.

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Attendance and behaviour Expected standard

Leaders have developed secure systems to track pupils' attendance and identify when it falls below their high expectations. Although attendance remains below national figures, leaders' work has resulted in steady improvements. They implement the attendance policy consistently. As a result, fewer pupils are persistently absent. Leaders work closely with families to identify individual pupils' barriers to attendance. Where complex barriers arise, leaders liaise with external agencies appropriately. This supports pupils to attend more regularly.

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Attendance and behaviour Expected standard

The school is a calm and settled place. Learning is rarely disrupted. In general, pupils have positive attitudes to learning and want to do well. Rules and routines are embedded and understood by pupils and staff. Staff are consistent in their response to behaviour that does not match their high expectations. Leaders work closely with pupils who need additional support to make the right choices or who struggle to manage their emotions. They identify strategies to enable pupils to learn successfully alongside their peers. Pupils get on well with each other. Bullying is rare. If it does occur, staff quickly resolve it. Pupils feel safe and cared for. Older pupils are positive role models for younger children. The school has a friendly and inclusive culture where pupils feel a strong sense of belonging.

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Curriculum and teaching Expected standard

Leaders have implemented an ambitious curriculum that it is suitable for mixed-age classes. The curriculum identifies the key knowledge and vocabulary that pupils should learn. Learning is sequenced so that pupils can build on their prior understanding. As a result, pupils move confidently through the curriculum. They secure the important knowledge that they need, particularly in reading and mathematics. Leaders have ensured that the curriculum is accessible to all pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities (SEND). Leaders have a clear and accurate understanding of the quality of the curriculum and teaching in the school. In general, the curriculum is taught well. Teachers have secure subject knowledge and are well supported by skilled teaching assistants. Where teaching is most effective, teachers use modelling to introduce new ideas and concepts. They identify

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Curriculum and teaching Expected standard

where pupils have misconceptions and when they are ready to move on. Typically, teachers adapt their teaching to support pupils with SEND. However, sometimes, individual adaptations are not refined precisely enough. As a result, some pupils do not build knowledge as securely as they could. Leaders are aware of this and provide ongoing training and support to bring about improvement.

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Curriculum and teaching Expected standard

Leaders have introduced a new writing curriculum. Teachers are better supporting pupils to learn important early writing skills. The teaching of phonics is consistently effective. This helps pupils secure important basic reading knowledge needed to access learning across the curriculum.

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Early years Expected standard

Leaders have carefully constructed an environment where children feel welcome and where learning is engaging. The ambitious, skilfully designed and well-sequenced curriculum supports children to develop secure knowledge and skills across all areas of learning. The curriculum is consistently taught well. Leaders prioritise the early years and have an accurate understanding of its strengths.

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Early years Expected standard

Children settle into the early years quickly and easily. Relationships between children and staff are warm and caring. Familiar routines support children's wellbeing. Leaders skilfully adapt activities based on their understanding of how well children are learning. Leaders recognise that some children need extra support when they start school. They use their knowledge of each child to provide extra help, particularly with speech and language and managing emotions. Staff help children to develop their thinking and vocabulary through regular, high-quality interactions. Children learn how to get on well with each other. They eat their snack and lunch together alongside older pupils every day. This helps them to feel part of the wider school community.

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Early years Expected standard

Children develop a love of reading through familiar stories and rhymes. Phonics is taught well. Parents and carers are very positive about the early years. Secure transition arrangements mean that pupils are very well prepared for the move to Year 1.

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Inclusion Expected standard

Leaders make sure that the needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged, are known or previously known to social care or have other barriers to their learning and/or wellbeing are identified quickly. Staff know pupils and their families well. As a result, strategies to remove any barriers to learning are quickly established.

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Inclusion Expected standard

Staff have benefited from training that helps them to generally support pupils with SEND well. Pupils with SEND access the full curriculum and learn alongside their peers. Leaders work with staff and parents to ensure that support plans are clear, purposeful and regularly reviewed. As a result, pupils with SEND make secure progress from their starting points and feel a keen sense of belonging.

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Inclusion Expected standard

Leaders have an accurate understanding of the barriers to learning and participation in all aspects of school life that disadvantaged pupils face. They use pupil premium funding appropriately to provide academic and pastoral support that is aligned to pupils' individual needs. Leaders track the impact of this support and adapt strategies as necessary. Leaders create positive, trusting relationships with parents and carers and external agencies such as the virtual school. They work together in the best interests of pupils.

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Leadership and governance Expected standard

There have been significant changes to leadership at school and trust level since the previous inspection. Leaders have made rapid improvements to several areas of the school's provision, most notably relating to inclusion, behaviour and the curriculum. Leaders are ambitious for all pupils. They plan any changes to provision carefully and have a clear rationale for their actions, for example the move to mixed-age teaching.

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Leadership and governance Expected standard

Staff are proud to work at the school. They trust that leaders take their workload and wellbeing into account. Staff appreciate the support that they receive from leaders and feel part of the strategic direction of the school. They benefit from a well-designed programme of training that supports further school improvement.

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Leadership and governance Expected standard

Parents and carers have an increasingly positive view of the school. In particular, they praise the quality of support for pupils with special educational needs and/or disabilities and other barriers to learning. Leaders are working to regain the trust of a minority of parents after a period of considerable change.

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Leadership and governance Expected standard

Trustees are secure in their understanding of the school's strengths and areas for development. They provide strategic support and ensure that the school is suitably resourced to meet pupils' needs. Together with leaders, they use regular evaluations of the school to check the impact of their actions and plan next steps for improvement. Governors have the information they need to hold leaders to account. Leaders continue to implement changes while placing pupils firmly at the heart of their decision-making.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils follow a well-planned programme of personal development. They have given considerable thought as to how it fits with the school's context. Pupils learn how to keep themselves safe, including online. They have a secure understanding of the key topics of the personal, social and health education (PSHE) curriculum. Leaders are responsive to the needs of the community. They use assemblies and additional PSHE lessons to respond to any emerging trends or concerns. For example, they have increased the amount of teaching related to aspects of online safety. Pupils have an age-appropriate understanding of topics such as healthy relationships and puberty.

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Personal development and wellbeing Expected standard

In this small school, leaders make every effort to provide a range of enrichment activities. Pupils have a say in the clubs the school offers. This helps them explore new sports, such as ultimate frisbee, and develop their teamwork skills. Leaders ensure that trips complement the curriculum. For example, a visit to a local farm supports pupils' learning in science and geography. Year 6 pupils take part in a residential trip. This helps them increase their independence and resilience in advance of the transition to secondary school. There is a range of leadership roles available to pupils. For example, 'lunch leaders' organise activities such as dodgeball or athletics. A high number of pupils experience responsibility and develop problem-solving skills. School council elections support pupils' understanding of democracy. Pupils know that their voices are important and valued by leaders.

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Personal development and wellbeing Expected standard

Pupils learn about kindness, tolerance and respect. Typically, they are able to apply this learning to their everyday lives and experiences. Leaders recognise that pupils' understanding of broader citizenship topics such as fundamental British values is developing. However, pupils know the importance of treating people fairly, which is reflected in the positive culture of the school. Pupils play a full role in school life and are valued members of the community. Leaders ensure that high-quality pastoral care is responsive to pupils' emerging needs. They work with external agencies to provide targeted support for individuals. This helps pupils to manage worries and their emotions.

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

Pupils are proud of their school. They enjoy positive, caring relationships with staff who know them as individuals. Staff go the extra mile to support pupils. Pastoral care is considered and responsive. Pupils with special educational needs and/or disabilities and other barriers to learning are well supported and thrive in school.

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

Pupils enjoy learning. Most attend well. They develop a wide range of knowledge that prepares them for the next stages of education. Pupils quickly learn to read through expertly taught phonics lessons. Where pupils have gaps in their learning, they receive additional help so that they can catch up. As a result, pupils achieve typically well. Pupils feel encouraged by staff who recognise their achievements and help them to feel a strong sense of belonging.

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

Many pupils of different ages take advantage of leadership opportunities, such as school council representative, house captain or lunch leader. This helps them to develop confidence and responsibility. Pupils appreciate the range of enrichment activities available, such as after-school clubs and trips. Many of them participate in activities such as multi- sports, singing and sewing club. This helps pupils pursue their interests and try new things. All pupils participate in a planned programme of outdoor learning. They develop a range of skills, such as teamwork, as well as developing their understanding of the environment.

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

Pupils get on well with each other. They are friendly, confident and cheerful. Older pupils look out for the younger ones. They are positive role models for them. The school is a calm and safe place where pupils can focus on their learning. Pupils behave well, and bullying is rare. If it does occur, pupils trust that staff will deal with it swiftly. Pupils are keen to do well and rise to leaders' high expectations of them.

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Next steps

Leaders should ensure that teaching is highly effective and adapted consistently well across subjects and classes. Leaders should ensure that staff deliver the writing curriculum consistently well, leading to improved outcomes for all pupils. Leaders should continue to strengthen the systems they use to identify and reduce barriers to attendance to secure sustained improvement for all pupils, especially those who are persistently absent.

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About this inspection

This school is part of Synergy Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Alastair Ogle, and overseen by a board of trustees, chaired by James Macadam.

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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

This inspection took place on 15 and 16 September 2026.

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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 and staff. The lead inspector spoke with the CEO and deputy CEO and the chair of trustees. Inspectors spoke to parents and carers and reviewed the findings of the parent, staff and pupil Ofsted online surveys. The lead inspector reviewed further correspondence from parents sent via email.

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About this inspection

Inspectors visited lessons to look at pupils' work and the curriculum and to speak with pupils about their learning and wider school activities. Inspectors also spoke to staff and pupils at social times and met with groups of pupils. They spoke with a representative from the virtual school.

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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 currently uses no alternative provision.

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About this inspection

The headteacher took up their position in September 2025.

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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 15 September 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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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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average

2024/25 (final) 60% 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) 80% 75% Close to average

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average

2023/24 (final) 80% 74% Close to average

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average

2022/23 (final) 78% 73% 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

2024/25 (final) 80% 74% Close to average

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average

2022/23 (final) 78% 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

‘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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Persistent absence

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

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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

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