The Wroxham School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at The Wroxham are enthusiastic and interested learners. They like to work hard and want to achieve their best.

Teachers have high standards and expectations and pupils happily try to live up to them. Pupils trust that staff will always help them. Staff make sure that pupils feel safe and are safe.

Most pupils behave well. Occasionally, pupils need to be reminded about the expectations for behaviour in class. This immediately helps them to refocus.

Pupils and the staff have friendly and positive relationships. In the playground, pupils show care for one another. Children in the early years show independence and confidence when completing tasks.
.../>They are well prepared for the next stage in their education. This strong start continues as the pupils move through the school.

Pupils can take on extra responsibilities and relish this opportunity.

They realise that they can be a force for good. Pupils learn to become more resilient and other ways to build their character through the school's 'secret agents'. Pupils are learning British Sign Language, which helps them to develop empathy and communication skills.

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

The new school leaders have made major changes to the curriculum. They have also changed the teaching methods that staff are expected to use. For instance, staff now ensure that pupils recall past learning.

This helps pupils' knowledge develop securely. Staff have been well trained, and this training is ongoing. As a result, they now effectively implement the school's updated teaching approaches.

Teachers have strong subject knowledge. This enables them to explain learning clearly and give pupils knowledge, context and clarity. These changes have had a positive impact on pupils' achievement.

This is evident in nationally published outcomes. In the early years, children are exceptionally well supported in developing their communication and language skills. This gives them an exemplary foundation for their future learning.

In some subjects, ongoing curriculum changes are not yet fully embedded. The school is changing its teaching approaches and how it helps pupils to remember important key knowledge. As a result, pupils can remember new knowledge well, but have gaps in their understanding of past knowledge.

This means that, in a few subjects, pupils do not remember and consolidate their learning as well as they could. Also, pupils have some gaps in their subject-specific vocabulary that have not been fully identified and addressed.

The school places a high priority on reading.

Pupils enjoy reading and sharing why they like a particular book. This helps pupils to see the relevance of reading. Children learn phonics as soon as they start Reception.

Skilled staff make sure children get the precise practice they need to build up their knowledge. This includes providing extra one-to-one sessions if they need this. Children make rapid progress and are well prepared for their learning in Year 1.

This positive start continues in key stage 1. Pupils achieve well in phonics.

Pupils with special educational needs and/or disabilities (SEND) are well supported across the school.

The school has well-developed systems to accurately identify pupils' needs. This means that staff can provide precise, effective and targeted support for all pupils who need it. Collaboration with parents helps the school identify the pupils' interests, strengths and development areas.

As a result, staff know the pupils well. Pupils with SEND achieve well.

Pupils know that everyone is unique and that we should celebrate and respect differences.

They are eager to help others and know that their opinions count. Pupils asked the school leaders for more opportunities to raise money for charities. This happens and pupils work hard to help different groups of people through fundraising.

Pupils understand, and most follow, the school rules well. Occasionally, pupils can become excitable and need reminders that this can disturb others. Pupils are clear that all teachers apply the school rules fairly and consistently.

This means that pupils know what to do to behave well.

Leaders, governors and the trust work well together to provide direction for the school. They share the same values and visions to ensure that pupils are ready for the next stage in their education.

The school provides staff with focused and effective training. This improves their ability to provide pupils with a high quality of education. A few middle leaders need further development to be fully effective in their roles.

Staff know and appreciate that their well-being is taken into account.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has changed its curriculum and is adapting its teaching approaches to improve pupils' knowledge development.

This means that pupils in the past have not always remembered learning securely and have gaps in their subject-specific language acquisition. The school needs to continue to make sure that pupils remember and consolidate knowledge securely through well-devised learning tasks. Also, any gaps in pupils' subject-specific vocabulary need to be identified and addressed.

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