North Wootton Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this welcoming school. They feel happy and safe here. Each day starts in the same way.

Pupils are encouraged to say something complimentary to the class 'star of the day'. Pupils say that North Wootton Academy is 'amazing, marvellous, fantastic, inspirational'. They say that 'the school motivates you to be your best, but not in a selfish way.'



Pupils are polite and respectful. They 'live and breathe' the school 'teamwork' mantra. Pupils know that the letters stand for: transform, empower, aspire, motivate, wonder, open-minded, respect and kindness.

Pupils recognise that being kind and respectful to all is the most important t...hing.

Pupils have a wide range of experiences that build their confidence and leadership skills. They do extra jobs around the school.

Pupils pick up litter, act as playground buddies, save energy and reduce waste around the school. Pupils are prepared extremely well for secondary school, and their place in the wider community, as 'leaders for Lynn'.

Pupils, staff, parents and carers state that there are high expectations for behaviour.

Where there is bullying, or challenging behaviour, staff and leaders deal with it compassionately and well.

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

Leaders have a very clear vision. They are dedicated and determined that every pupil will achieve as well as they possibly can.

This vision is shared by staff and governors. Leaders focus on academic excellence. They also make sure that pupils develop into happy, healthy, well-rounded citizens.

Pupils enjoy learning and behave well around the school. Leaders have given much thought to planning the curriculum. The curriculum is ambitious and makes links across the different subjects.

There are many wider opportunities and clubs for all pupils. Teachers ensure that pupils use their prior knowledge, apply new learning in lessons and look forward to 'what comes next'. Pupils' work across the curriculum is of a good quality.

Pupils achieve well, particularly in mathematics and reading.

Leaders make reading a high priority. Pupils told us that they enjoy reading.

They talked with interest about the books they were reading. Leaders have made significant improvements to the teaching of phonics. All staff who teach phonics have received appropriate training.

Phonics starts straight away when children join the Reception class. Teaching staff provide effective support for pupils who need to catch up.

The mathematics curriculum is well planned and challenging.

Teachers ensure that pupils can use the calculation methods they have learned to solve problems. Pupils' mathematics knowledge and skills build up steadily as they move through the school. For example, Year 2 pupils can work with fractions, while Year 6 pupils solve algebraic problems successfully.

Pupils enjoy mathematics and explain their thinking clearly.

Children in the early years get off to a good start and become confident learners. They settle into their daily routines well.

Children make strong progress in learning numbers and solving simple problems. Language development is at the core of learning. Children enjoy exploring and problem solving.

Teachers plan activities well and make them interesting. Leaders have planned the early years curriculum so that children have the skills and confidence they need to successfully move on to Year 1.

The computing curriculum is planned logically and in sequence.

In computing, older pupils confidently apply the basic skills of logging on, retrieval and typing skills. They use these skills as they complete more complex tasks, such as producing a movie.

Teachers have a strong knowledge of subjects and how to teach them.

They are improving their skills and strategies to ensure that all pupils, including those with complex special educational needs and/or disabilities (SEND), can access and progress within the curriculum. Leaders are ambitious for pupils with SEND. However, leaders know that more needs to be done to improve the provision for pupils with SEND.

The personal, social and health education (PSHE) curriculum is particularly strong. It is a 'golden thread' that runs through all the school's work. Pupils are unanimous in their view that it is 'okay for people to be different'.

They understand and connect the value of democracy to how they vote for their class school council members. Older pupils enjoyed their visit to the Houses of Parliament, where they met their local MP. Pupils think about the needs and experiences of others.

The school works with a range of community groups. For example, pupils sing at local care homes and support the local food bank. Staff look after pupils well and provide impressive opportunities for personal development.

Adults prepare pupils well for life in modern Britain.

Leaders provide all pupils with a high quality of education and care. Leaders reflect on what is working and make changes where they are needed.

Trustees and governors carry out their responsibilities with diligence. They hold the principal to account for the quality of education and the well-being of pupils and staff in the school.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a top priority for trustees and school staff. They are not complacent. They are fully aware of local issues and how these might affect pupils at North Wootton Academy in the future.

Pupils are made aware of risks, including when online, and are taught how to keep themselves safe.

The school's record of checks it carries out on adults who work in the school is comprehensive. Trustees, governors and leaders have ensured that all safeguarding arrangements are fit for purpose.

Staff receive regular training on safeguarding. They know how to keep pupils safe. The school works well with external agencies to get pupils the help and support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Not all teaching staff know enough about teaching strategies and classroom structures to support some pupils with SEND. As a result, some pupils do not access the curriculum as fully as they should. Leaders need to continue to develop the skills of their teaching staff to ensure that all pupils can access and progress within their ambitious curriculum.