Snettisham Primary School

Snettisham Primary School

Address: School Road, Snettisham, King's Lynn, Norfolk, PE31 7LT Unique reference number (URN): 140852

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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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Curriculum and teaching Strong standard

The school and trust have developed an ambitious and carefully sequenced curriculum. The trust and the school continually refine the curriculum together. Subject leaders receive regular and effective professional development.

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Curriculum and teaching Strong standard

Teachers teach the curriculum consistently well. Pupils routinely revisit important prior learning before building new knowledge. Teachers use well-established routines, clear explanations and carefully chosen resources to bring the curriculum to life. As a result, pupils remember a great deal of what they have learned. Simple and purposeful checks of pupils' learning help teachers to understand which pupils may need further support.

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Curriculum and teaching Strong standard

The school gives sustained attention to helping pupils secure the basics in reading, writing and mathematics. Pupils receive systematic teaching and practice in reading, handwriting, sentence construction and mathematical fluency. These approaches begin in the Reception Year and continue consistently through the school. Pupils understand the lesson routines and concentrate well when practising important knowledge and skills.

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Curriculum and teaching Strong standard

In subjects such as science, history and geography, pupils encounter rich subject content and increasingly sophisticated vocabulary. Teachers have access to detailed subject guidance and resources. This supports them to teach this content in depth. Pupils frequently write about what they've been learning and draw on their growing subject knowledge when explaining their ideas. Carefully chosen prompts and extra help enable pupils who need additional support to engage with the curriculum with their peers. Leaders are rightly proud of the curriculum's noticeable impact and how it gives pupils deep insights into the world around them.

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Early years Strong standard

Leaders use their expertise in child development to ensure children benefit from an ambitious start to their education. Leaders have organised the curriculum and the school day so that every part has a clear purpose. Short, focused teaching sessions sit alongside carefully chosen activities. Routines are very well established and adults make effective use of the time available. This means the school day runs with ship-shape precision. Children quickly learn to listen carefully, participate appropriately and how to look after their classroom environment.

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Early years Strong standard

Staff are precise about the important knowledge and skills that children need to learn. They give particular attention to communication and language, reading, handwriting and early mathematics. Adults teach children important physical skills, such as how to hold a pencil and form letters correctly. Children then have frequent opportunities to practise and refine these skills through the day. This supports children to build secure foundations for later learning.

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Early years Strong standard

Adults skilfully interact with children. They introduce new vocabulary, ask interesting questions and expertly draw children's attention to stories and previous learning. Staff ensure that activities give children something worthwhile to think and talk about. For example, staff engage children in back and forth conversation while children construct, paint and explore the world around them. Children readily make connections with what they've previously learned.

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Inclusion Strong standard

The school is highly ambitious for pupils who face barriers to their learning. Staff identify pupils' needs with precision and great care. They consider everything that may affect pupils' education, including medical needs. The school works closely and effectively with families and external agencies to overcome these batters. This enables pupils with additional needs to participate in school life and progress.

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Inclusion Strong standard

Teachers make purposeful adaptations in lessons so that pupils with special educational needs and/or disabilities (SEND) can learn alongside their peers. Classroom routines, carefully chosen resources and personalised support help pupils to access the curriculum. Leaders work hard to make the school environment welcoming and calming, providing extra quiet spaces for pupils when they need it. Where pupils require different provision, the school ensures that this closely matches their needs. This includes a range of social and emotional support. The trust provides further expertise through regular support from specialist SEND leaders.

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Inclusion Strong standard

Leaders regularly check whether additional support is working as intended. This includes the school's use of pupil premium funding. If something is not working, they quickly review and evolve the support so that pupils can continue to progress and become more independent. As a result of the school's approach, all pupils experience success in their social and academic skills.

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Personal development and wellbeing Strong standard

The school provides an extensive range of experiences that deliberately broaden pupils' horizons beyond their community. Leaders have thought carefully about what pupils need to flourish, become more confident and develop cultural awareness. The aim to go above and beyond, so that pupils can experience the kinds of opportunities that a much larger school would typically offer. Leaders have woven together the taught curriculum, enrichment, responsibilities and experiences to that these complement each other. Pupils participate in a range of musical, cultural and sporting activities. This includes visits to galleries, theatres and residential experiences. Leaders carefully check the school's personal development programme to identify gaps and extend opportunities. They track pupils' participation and offer new experiences so that all pupils can benefit.

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Personal development and wellbeing Strong standard

The school is purposeful about raising pupils' aspirations from an early age. This includes providing pupils of all ages opportunities to learn about different careers. For example, apprenticeship activities enable pupils to consider how their interests and skills might relate to future possibilities. As a result of this work, pupils gain new insights and motivation to work hard and achieve.

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Personal development and wellbeing Strong standard

Pupils learn how to stay safe, maintain healthy relationships and seek help when they need it. The school supplements its planned personal development curriculum when particular needs emerge. Adults help pupils to consider how their words and actions affect other

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Expected standard

people. They ensure that pupils learn how to treat others with respect. Pupils also learn practical life skills and undertake responsibilities. This supports pupils to feel a sense of belonging as they contribute to the school and the wider community.

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Expected standard

The school gives extra care and attention to pupils who need pastoral support. Pupils have opportunities to share their thoughts and opinions. If they need to talk something through with an adult, then the school makes sure this happens in a sensitive way.

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Achievement Expected standard

Pupils develop substantial knowledge across the curriculum. This is evident from the Reception Year onwards. For example, young children confidently talk about the bones of the human body, while older older pupils can talk about the elements in our universe. Pupils are increasingly successful in reading, writing and mathematics. Younger pupils recognise this progress themselves, including becoming more fluent readers and mathematicians. Published outcomes show achievement improving in important areas. The school's sustained emphasis on mathematical fluency supports pupils to tackled increasingly complex mathematical work.

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Achievement Expected standard

Pupils' work frequently demonstrates the breadth and depth of their subject knowledge. Pupils have regular opportunities to write across the curriculum. They generally produce work of high quality. Disadvantaged pupils increasingly achieve well. This is the result of the school's sustained work to identify and remove barriers to learning. Some pupils' practical work is less well developed than their subject knowledge. For example, some pupils do not achieve the high level of precision needed to produce exemplary handwriting, accurate scientific diagrams and detailed artwork.

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Attendance and behaviour Expected standard

The school understands the barriers that prevent some pupils from attending regularly. Leaders work constructively with families and external agencies. Leaders provide practical support while maintaining clear expectations about the importance of attendance. Attendance has improved and the school's work has been particularly successful for disadvantaged pupils. However, overall attendance remains slightly below the national average.

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Attendance and behaviour Expected standard

Pupils behave very well and the school is calm. This is due to the concerted effort of all leaders and staff. Their aim is to create ideal conditions for pupils' development of social skills and their ability to focus. These conditions are particularly beneficial to pupils who have additional needs or barriers to learning. Staff teach behaviours that support learning, including how to listen, participate and work collaboratively with peers. Staff steadfastly ensure that routines become familiar, so that pupils know what is expected and what they need to do. Leaders have ensured the school environment maximises pupils' sense of safety and feeling included. Pupils enjoy receiving rewards and praise for their hard work and kindness.

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Leadership and governance Expected standard

School and trust leaders share high ambitions for pupils. They understand the school's context and focus their work on improving pupils' achievement, attendance, inclusion and wider opportunities. As a result, pupils feel part of a caring community where the adults are rooting for them every step of the way. Leaders' work together has secured impressive standards in important aspects of the school, particularly the curriculum and provision for pupils with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders invest carefully in staff expertise. Professional development includes subject- specific training alongside work on teaching, adaptation and behaviour. This gives staff confidence and know-how in the classroom. Trust-wide collaboration gives school staff access to additional resources and expertise. This enables successful approaches to be shared between schools and supports staff's wellbeing.

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Leadership and governance Expected standard

Trust leaders maintain appropriate oversight of the school's work. Trust leaders draw on a range of information to challenge and support school leaders and to check on statutory responsibilities. Leaders are rightly proud of the school's positive reputation in the community. They know what to do to keep improving the school's offer.

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Leadership and governance Expected standard

Leaders have built constructive relationships with families and the wider community. They recognise the importance of raising aspiration and ensuring pupils experience everything the school has to offer. Parents are pleased with their children's visible academic progress and social development.

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

Pupils enjoy attending this warm and welcoming school. Pupils know that staff will ensure they work hard and behave well. From the Reception Year onwards, pupils learn the routines that help them to concentrate and participate in lessons. As a result, classrooms are calm and purposeful. Pupils behave very well and are polite to one another. Bullying is rare. Pupils know that adults will help them if they have any worries.

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

The school is ambitious for all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. Staff get to know pupils and families well. This helps staff to understand each pupils' needs, skills and interests. The school makes thoughtful adaptations to pupils' classroom and personal development experiences. This enable pupils who need additional help to take part in everything the school has to offer.

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

Pupils learn wide ranging and interesting knowledge. This is because the curriculum is well developed and teachers teach the curriculum well. Lessons consistently provide opportunities for pupils to feel and be successful learners. Pupils speak proudly about becoming quicker readers and improving their writing and number skills. Pupils enjoy

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Team inspector:

Tessa Holledge, His Majesty's Inspector knowing about different cultures, the past and the way the world works. By the time pupils leave Year 6, they are ready for new challenges at secondary school.

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Team inspector:

Pupils benefit from an extensive range of opportunities beyond their lessons. The school deliberately broadens pupils' experiences beyond their immediate community. Pupils take part in sport, music, theatre, residential visits and cultural activities. They also have the opportunity to learn about different kinds of careers. The school ensures that pupils develop practical skills that will help them become more independent. Pupils look forward to taking on responsibilities, wearing their school leadership badges with pride.

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Next steps

Leaders should further strengthen their work to improve attendance so that more pupils attend school every day. Leaders should ensure that pupils develop the physical and technical skills needed for drawing and other precise practical work, so that they can demonstrate their knowledge successfully in a range of subjects.

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About this inspection

This school is part of the West Norfolk 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, Andy Johnson, and overseen by a board of trustees, chaired by Roger Livesey.

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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

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 executive headteacher oversees this school and two others in the trust.

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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 22 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. National average: 26.5%

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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

2023/24 (final) 60% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 73% 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) 73% 72% Close to average

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average

2022/23 (final) 73% 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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average

2024/25 (final) 73% 74% Close to average

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average

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) 80% 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

2022/23 (final) S 59% S ‘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) 5.3% 5.2% 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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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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