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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Executive Headteacher
Mrs Heather Haines
Address
Church Road, Aslacton, Norwich, NR15 2JH
Phone Number
01379677345
Phase
Academy
Type
Academy converter
Age Range
4-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
86
Local Authority
Norfolk
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Key findings
This is now a good school. While overall attainment remains broadly average, recent progress is good and attainment is rising rapidly.
The school is not yet outstanding because the legacy of some historic issues of weak teaching and leadership are still working through the school. Children in the Early Years Foundation Stage make good progress. Pupils' progress in Years 1 and 2 is mostly good and attainment at the end of Year 2 is slightly above average, particularly in reading.
Progress in Years 3 to 6, variable in recent years, is now good, although better overall in English than mathematics. Attainment in mathematics is not as high as in English. Disabled pupils and those who have special e...ducational needs make good progress.
Teaching is good overall. Teachers know their pupils and their academic needs well and have high expectations of pupils' behaviour. Teachers' expectations of the quality of pupils' written work is higher overall in Years 3 to 6 than in Years 1 and 2.
Thorough assessment has had a positive impact on pupils' progress. This good practice is less evident in other subjects so that pupils do not always receive guidance as to their next steps in learning. Behaviour, safety and pupils' personal development are good.
Pupils have positive attitudes towards learning. Provision for pupils' welfare is good and they feel very safe. Poor behaviour is rare.
Attendance is above average. Leadership and management are good. The headteacher has implemented systems, including a robust system for evaluating pupils' progress and outcomes, which enable the school to manage their performance increasingly well.
The leadership and monitoring of teaching is now effective and opportunities for staff to access professional development have increased. School development planning identifies appropriate key priorities. Governance is good; governors increasingly hold school leaders to account for the quality of pupils' outcomes.
Information about the school
Aslacton Primary School is smaller than the average-sized primary school. Most pupils are of White British heritage. A very small number come from the Gypsy/Roma community.
No pupils speak English as an additional language. The proportion of disabled pupils and those who have special educational needs, including those supported by school action plus and with statements of special educational needs, is average. The proportion of pupils known to be eligible for free school meals is low.
The school does not meet the current government floor standard, which sets the minimum expectations for pupils' attainment and progress. The school has gained a number of awards, including International School Foundation Level status and the Eco-School Green Flag award. Pupils are taught in three mixed-year classes in the morning and two classes in the afternoons.
In April 2010, Aslacton entered a partnership agreement with Manor Field Infant and Nursery School in Long Stratton. This formalised arrangements, in place from September 2009, whereby one headteacher assumed responsibility for the two schools. The two partnership schools retain separate governing bodies.
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