Emneth Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this friendly school. Staff know the pupils very well.

Older play leaders help younger pupils to play well. They help to solve any issues that arise. Pupils appreciate this guidance.

They feel safe at school. If pupils have any worries, they know that adults will help them. There is effective support for pupils' well-being.

This helps to build their confidence and independence.Staff set high expectations for behaviour. Pupils respond well to these.

The school has made changes to pupil rewards and responsibilities. This motivates pupils to behave well. Pupils have noticed that recently, behaviour has improved.

The school i...s calm and purposeful. Pupils learn to show respect. They talk positively about disabilities and different lifestyles.

Pupils learn about caring for the environment and living things. They understand how this affects human life. For example, the eco-council achieved the Ocean-Friendly Schools Award.

This taught them how waste plastic affects the food chain. Younger members are responsible for checking that litter is contained around the school. This helps to prevent harm to wildlife.

Pupils enjoy a multitude of opportunities that are skilfully woven into the curriculum. Examples include making decorations in forest lessons from recycled materials and visits from the planetarium.

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

The school has carefully designed a well-sequenced curriculum to meet the needs of all pupils.

It is new since the previous inspection. It sets out the knowledge and skills that pupils will learn. The early years curriculum is particularly effective.

Pupils with special educational needs and/or disabilities (SEND) access the curriculum successfully. Staff benefit from the additional training in SEND provided by the school and trust. They carefully consider the needs of all pupils.

Subjects and lessons are well thought out. Pupils follow the same structure in each lesson. This helps them to make connections between the different subjects.

Children learn to read using phonics from the start of early years. This helps them to read and write well as they move into Year 1. Staff have the expertise to teach reading effectively.

They quickly spot pupils who need more support. These pupils receive timely and effective help. Adults ensure that pupils' reading books match the sounds they are learning.

This helps them to develop their independence. Pupils are fond of reading. Teachers choose books to captivate pupils' interest.

As a result, pupils become confident and fluent readers.The curriculum is now designed to ensure that pupils can revise and recall key learning. This helps them to build on what they know.

However, some pupils who have not fully benefited from this new curriculum have gaps in their knowledge. The school ensures that support is in place to help them.Children get off to a flying start in early years.

Staff teach them to develop their independence. Children in the Reception class demonstrate the high expectations that permeate through the school. In class and at social times, children share the resources readily.

They show great care for one another. Adults introduce very ambitious vocabulary. Children enthusiastically use this, talking in sentences.

Well-trained adults expertly extend talk further through carefully selected activities. This helps children, including those with SEND, to learn very well. Consequently, children are very well prepared for Year 1.

The school ensures that pupils behave well. Pupils learn to cooperate well at social times. They are rewarded for their good manners.

They show courtesy. Pupils are rarely distracted in lessons as the curriculum is so engaging.The leaders' vision is that this school will be 'too good to miss'.

They have new initiatives to encourage pupils to attend school frequently. There has been some increased support for these pupils and their families. However, for some pupils, these initiatives are not yet working well enough.

Their attendance is too low.The trust works with the school to ensure that pupils experience stimulating ways to learn, by meeting the local MP, for example. Pupils learn to be respectful and to take responsibility.

There are opportunities to become librarians, sports leaders, school council and play leaders. The school draws on the suggestions of pupils to decide which clubs to offer.The trust and local board challenge and support the school effectively.

Leaders are mindful of staff well-being when planning change. There are opportunities for staff to learn with other schools and from trust staff. Parents and carers recognise the recent positive changes.

They praise the care that pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils who have been at the school longer have not benefited fully from the current curriculum.

These pupils have gaps in their learning. The school should continue to check that important knowledge and skills are secure for all pupils in each year group. They should continue to ensure that teachers address these gaps in learning so that all pupils progress as well as they can.

• Some pupils do not attend school as frequently as they should. Therefore, they are not benefiting from the planned curriculum. The school should continue to use the new systems and processes with those pupils and families who find frequent attendance a challenge so that their attendance improves.

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