Magdalen Gates Primary School and Nursery, located in Norwich, Norfolk, has undergone an ungraded inspection on March 5 and 6, 2024. The overall judgement remains good, although evidence suggests that a graded inspection might yield a lower rating. The school is characterized by a strong sense of belonging among pupils, who are fully included in the school community. High expectations are set, but the effectiveness of learning varies across different subjects. Positive relationships between pupils and staff contribute to a calm and orderly environment where pupils feel safe and confident in resolving conflicts.
Pupils adhere to the school’s rules of being ready, respectful, and safe, demonstrating these values in both lessons and social interactions. The school offers numerous enrichment opportunities, including outdoor learning and thoughtfully planned trips, such as a recent visit to the Royal Opera House, which broaden pupils' experiences and aspirations. Cultural education is emphasized, reflecting the diversity within the school community and fostering tolerance and understanding among pupils.
The school parliament provides pupils with opportunities to effect change, as democratically elected members regularly report to the governing body on their initiatives. The curriculum is carefully designed, focusing on essential knowledge, but its effectiveness varies. Core subjects like reading, writing, and mathematics are taught successfully, with teachers employing practical resources to enhance understanding. Reading is prioritized, with phonics instruction beginning in early years and skilled staff ensuring pupils develop fluency and a love for reading.
However, the foundation subjects, such as history, are not delivered as effectively. Teachers often lack the necessary subject knowledge, leading to lessons that lack purpose and do not facilitate successful learning outcomes. Consequently, pupils experience significant gaps in their knowledge. Additionally, assessment systems in foundation subjects lack rigor, making it difficult for teachers to adapt learning to meet pupils' needs, resulting in some pupils not achieving their potential.
Leaders are committed to ensuring that all pupils, including those with special educational needs and disabilities, receive a comprehensive curriculum. Established systems support these pupils, and collaboration with parents and external agencies ensures precise SEND plans. High expectations for behavior are maintained through a consistent policy, leading to respectful interactions and minimal disruption during learning.
The school emphasizes pupils' wider development, offering a rich array of opportunities that prepare them to be responsible citizens. Pupils learn about healthy relationships and the importance of mutual respect. The Care Rangers group supports young carers, addressing individual needs effectively. Governors are well-informed about the school's strengths and areas for improvement, providing appropriate support and challenge.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school must address inconsistencies in staff subject knowledge, particularly in foundation subjects, by implementing focused professional development. Additionally, a clear and consistent approach to assessment in these subjects is necessary to accurately inform teaching and enhance pupil achievement. Overall, while the school demonstrates many strengths, targeted improvements in curriculum delivery and assessment practices are essential for continued success.
