Attleborough Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school. Many behave well in lessons. They listen to their teachers and work hard.

The children in Reception already follow school rules and routines. A minority of older pupils do not behave as well as they should. Teachers sometimes ignore this.

Because poor behaviour is not addressed, it interferes with the learning in class. In the corridors, the youngest children behave well. Some of the older children need to be reminded of how the school expects them to behave.

In some classes, teachers do not have clear expectations of what they want pupils to learn. The work they give pupils does not help them to make enough progress. This also applies to... pupils with special educational needs and disabilities (SEND).

Pupils feel safe because there are always adults around to supervise them. They understand the school rules, which they helped to write. They welcome visitors and pupils new to the school.

They know how to collaborate, which is one of the school's values.

Pupils enjoy roles of responsibility. These include being a sports ambassador, reading leader or a prefect.

Some children enjoy coming to school early to help with jobs. Pupils enjoy visits organised by the school. These include going to places of interest in London.

Pupils also learn some independence during a residential visit.

What does the school do well and what does it need to do better?

Leaders have worked well with external agencies to understand the challenges the school faces. They have an accurate understanding of its strengths and weaknesses.

They are beginning to address the issues, but have some way to go. Published results in 2023 show that pupils have not performed well in national examinations.

The school has recently developed a new curriculum.

It is well planned and sequenced. Staff have secure subject knowledge. There have been some recent improvements in mathematics, reading and writing standards.

In these subjects, teachers increasingly present new learning clearly. The school has developed effective methods of checking pupils' learning in some subjects such as phonics. This is still developing in other areas.

Sometimes, the work given to pupils does not help their learning. For example, some teachers ask pupils to write at length before they have developed the necessary knowledge to do this. Others ask pupils to spend too long practising skills that are already well understood.

In the past, the school has been slow to identify pupils' additional needs. A few parents rightly say that their child does not receive the right support. The school has recently sought advice on how to identify and best support pupils with SEND.

This has led to some improvements. However, the school is sometimes too slow to implement the recommendations. Support plans do not always outline exactly what pupils need to make progress.

They are not specific enough and this leaves staff unclear on how best to meet individual pupils' needs.The school prioritises reading. There is a new library to promote the love of reading.

The school has made this area very welcoming and pupils enjoy reading here. Staff use every opportunity to check that the children remember the sounds they are learning. For those at the earliest stages of learning to read, the school provides books well matched to their ability.

Pupils take home their books to practise and this helps them to become more fluent. The school supports parents to understand the approach to the teaching of reading so that they can help their children. Teachers help pupils to write.

However, some older pupils do not read well enough to read back what they have written. Teachers do not always notice when this happens.

The school makes attendance a high priority.

It understands why some pupils are often absent. It is working hard to improve attendance for those pupils. The school has recently reviewed its behaviour policy.

Pupils understand how the school expects them to behave. However, some teachers do not correct poor behaviour, which means pupils repeat it.

Pupils understand that there are views and beliefs different to their own.

They discuss issues that are important to them. They know that bullying is wrong and that teachers will stop it happening. Pupils understand that democracy and respect are important in modern Britain.

They are looking forward to electing school council representatives to the new school council. The school provides high-quality pastoral support. All pupils know who to speak to if they have worries.

There have been changes to governance since the last inspection. Governors have recently received appropriate training and are now able to hold leaders to account. There is now significant expertise on the governing board which is being used to drive school improvement.

Governors recognise where the school needs to improve and what it does well. They take account of staff workload, when planning meetings for example.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school gives pupils work that is not precisely matched to their needs. Sometimes, pupils undertake tasks they already understand or are asked to draw on knowledge they have not yet secured. The school should ensure that teachers understand how to implement the curriculum effectively through appropriate lesson and task selection.

• Some pupils with SEND are not given appropriate support. This means they make slow progress. The school should ensure that the individual plans for pupils with SEND identify precisely the support needed so that teachers can plan appropriate support for them.

Some pupils do not behave well and this is not challenged effectively by the school. This interferes with learning in some classes. The school should ensure that the behaviour policy is understood by all and implemented consistently across the school.

Also at this postcode