Norwich Road Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school.

This is because the school is a caring community. Pupils enjoy the friendly atmosphere in class and during social times. Staff build warm relationships with pupils.

Pupils feel valued and safe. They know that if they have a worry, the adults will help them.

The school has high expectations for what pupils can achieve and how they behave.

Pupils live up to these expectations. They follow the 'Norwich Road Academy Way' routines. These routines help pupils to listen to the staff and learn as much as possible.

Pupils listen carefully and enjoy their learning. This helps pupils to become confident readers and mathem...aticians.

Pupils have access to a wide range of opportunities beyond the classroom.

These opportunities have been carefully put together to help pupils connect to the diverse, wider community. Pupils take on roles, such as being a lunchtime helper or by working on projects to take care of the environment. They take part in musical performances at large, local events.

These opportunities help pupils to feel valued and supported. Pupils enjoy being able to develop their leadership skills and cultural awareness.

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

Since the previous inspection, the school has focused intensely on improving its educational offer.

The curriculum is well-sequenced, including in the Nursery and Reception Year. The curriculum is well taught and accessible to all pupils, including pupils with special educational needs and/or disabilities (SEND). This is because the school has trained staff in how to teach subjects well and because the trust provides them with expert curriculum support.

Despite this, in a small number of subjects, the curriculum needs further embedding. As a result, not all lessons maximise pupils' opportunities to learn.

Leaders and staff work together to provide interesting and memorable lessons.

For example, by including topics about Thetford's history in the history curriculum. Teachers help pupils to understand new concepts and they quickly spot pupils' misconceptions. Lessons provide plenty of opportunities for pupils to practise.

For example, in reading lessons, teachers encourage pupils to repeat key phrases and sentences from the class text. In the Nursery and Reception Year, children learn songs and stories off by heart. As a result, pupils across the school learn new words and increase their reading confidence.

Teachers are experts in teaching reading. In phonic lessons, teachers present new sounds clearly. Pupils learn and remember new sounds well because of this.

If pupils fall behind, they receive the help and support they need to catch up quickly. Pupils read books that are well matched to the sounds they know. This helps them to become confident and fluent readers.

The school is quick to identify the needs of pupils with SEND. The school involves parents, external agencies and professionals when considering what additional support to provide.The school's emphasis on clear teaching and plenty of practice enables pupils with SEND to understand and remember more.

Teachers also adapt lessons to meet pupils' additional needs effectively.

Teaching and practice of rules, routines and manners underpins the school's approach to encouraging good behaviour. This helps pupils to be successful as soon as they start in the Nursery or the Reception Year.

Pupils receive praise and rewards for working hard and being polite. The school is patient and understanding with pupils who struggle with their behaviour, providing adaptations such as a 'calm space' if pupils need it. The school also makes careful adaptations, to help pupils achieve the best possible attendance.

The school has crafted an all-encompassing provision for pupils' personal development. The school expertly develops pupils' talents and interests and supports them to contribute positively to the community. Pupils appreciate the many opportunities they have to develop leadership skills, such as being part of the school council.

A well-structured programme of personal, social, health, and economic (PSHE) education, alongside dedicated focus on relationships and health education, helps pupils to develop resilience and empathy. The school's pastoral care system includes access to counselling and support services. This positively impacts pupils' mental health and wellbeing.

Leaders closely monitor the school's quality of education. The academy committee and the trust know the school well. They have a secure understanding of their duties and fulfil these well.

The trust has developed additional networks of support for school leaders, so that staff can share their expertise with one another. Staff feel valued and supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum needs further embedding. As a result, not all lessons maximise pupils' opportunities to learn. The school should continue to support staff to consistently apply the school's teaching methods and make sure all pupils learn the curriculum effectively.