Sprowston Community Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy.

They talk proudly of being a part of 'Team Sprowston' where diversity is valued and celebrated. While the school's size may be daunting, younger pupils settle in well.

There is a palpable ethos of kindness.

Should pupils not get their behaviour choices quite right, and let their standards slip, teachers promptly remind pupils of what the expectations are. Pupils like the fact that teachers ensure that there are clear and consistent boundaries. Many pupils are of the view that teachers are good at solving issues, including bullying.

A small minority consider that a few teachers need to improve this aspect.

Like their peers, ...pupils with special educational needs and/or disabilities (SEND) receive a good deal here. They enjoy interesting lessons and access the same ambitious curriculum as their peers.

There are many clubs and opportunities to develop leadership skills. Pupils can set up their own clubs, such as creating an allotment. All pupils with SEND secure their next steps in education, employment or training.

Currently, the personal development programme in the sixth form is under-developed. Sixth form students would like to undertake more activities such as charitable work.

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

Leaders' aim is to develop well-rounded citizens who gain the knowledge they need to succeed in life.

Leaders have thought carefully about how to achieve this through the education pupils receive.

Leaders have ensured that the curriculum in Years 7 to 9 is ambitious, and pupils study a broad range of subjects. Leaders are focusing on increasing the take up of modern foreign languages.

This is so more pupils take the full range of subjects that make up the English Baccalaureate suite.

The curriculum is well established across subjects, including in the sixth form. Subject leaders know what they want pupils to learn and the order in which key content should be taught.

They make sure that pupils revisit key knowledge so pupils can recall easily what they have learned. Teachers engage with the latest educational research to help inform how they teach their subject. They demonstrate clearly to pupils how to achieve well in a task.

This means that pupils are confident to 'have a go'. Teachers check pupils' understanding before moving on.

Staff support weaker readers effectively.

Staff have received training on how best to support pupils' reading in their subject. Leaders identify any weaknesses in pupils' reading when they join the school. They make sure that each pupil follows a bespoke programme that helps them get better at reading.

Pupils have dedicated time to read diverse texts from a wide range of authors which increases their love of reading.

Pupils with SEND are fully included in school life. Teachers know the pupils and their needs well.

Pupils participate fully in lessons. Staff effectively manage pupils who have highly complex behavioural needs. Few pupils receive suspensions.

Pupils who have come to the school for a 'fresh start' quickly learn the routines of the classroom and improve their behaviour.

While the school provides a range of services to help support pupils' mental health and well-being, there are some pupils who still struggle to attend school regularly. This may be a for a range of reasons, including anxiety.

Leaders know they need to look more closely as to why pupils who have low attendance are not attending. Some pupils who have been absent from school are not catching up on the work they have missed.

Pupils in the main school follow a comprehensive curriculum for personal, social, health and economic (PSHE).

This includes relationships and sex education (RSE) that is age appropriate. Pupils enjoy the personal development lessons and learning about different topics such as democracy and healthy living. Pupils have lessons in which they can explore current affairs, world religions and other cultures.

The programme for personal development is not as well-considered in the sixth form. Students have a 'bitty' experience made up from ad hoc activities and limited options for enrichment.

Pupils receive effective careers education throughout their time at school.

Work experience is now running again after the pause due to the COVID-19 pandemic. A comprehensive website dedicated to careers as well as time with impartial advisors, help pupils to make choices that are right for them. Careers education for sixth form students is well structured.

Diligent trustees make sure that the school is effectively led and managed. Staff are proud of the school and enjoy working there.

Safeguarding

The arrangements for safeguarding are effective.

The school has a large safeguarding team who are well trained, knowledgeable and have specialist areas of expertise. For example, there are domestic abuse champions who ensure that vulnerable pupils receive the help and support they need with this area of concern. Staff liaise effectively with a range of external agencies.

Staff understand their safeguarding role. They know pupils' lives are complex with online as well as neighbourhood risks. They closely follow the school's policy for reporting concerns as well as the latest government safeguarding guidance.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Despite leaders' efforts, a minority of pupils do not attend school on a regular basis. Some pupils who have been absent are not catching up on the work they have missed and have gaps in their learning as a result. Leaders should review and refine their systems so that harder-to-engage pupils want to attend school more regularly, and do not fall behind in their education.

• The personal development programme in the sixth form lacks structure and is under-developed. This means that students are not being prepared thoroughly for adult life and independent living. Leaders need to consider what students at this age need to be taught to live rich and fulfilling lives, ensuring that they put in place a coherent and structured programme for personal development.