Colman Junior School in Norwich, Norfolk, underwent an ungraded inspection on May 10 and 11, 2023. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The inspection team recommends that the next evaluation be a graded one. Most pupils express happiness and feel well cared for at the school, reporting a sense of safety and support from adults. Instances of bullying are addressed effectively, and pupils demonstrate respect for diversity, showing empathy towards peers from different backgrounds. Enrichment activities, such as a recent residential trip, are well-received and encourage personal challenges.
While many pupils are engaged in their learning, some lack motivation, which disrupts the educational experience for others. This disengagement affects overall learning outcomes. Parents generally feel their children are safe and happy, but a notable number express concerns regarding behavior and the school's expectations for their children. Leadership changes have occurred since the last inspection, leading to inconsistencies in improvement strategies, particularly in curriculum delivery. The new leadership team has identified immediate priorities, but these improvements are still in early development stages.
The school offers a broad curriculum, but its delivery is inconsistent. In some subjects, teachers struggle to present new information effectively and do not maintain high expectations for pupil achievement. This results in some pupils finding the work too easy while others find it too challenging, leading to disengagement. Additionally, many pupils do not complete tasks neatly or finish assignments, and this lack of accountability is not consistently addressed.
Subject leadership is still developing in certain areas, with some leaders lacking the necessary knowledge to support teachers effectively. Senior leaders recognize the need for a training program for all leaders to enhance their skills. In contrast, some subjects are taught more effectively, with teachers clearly explaining lesson content and checking pupils' understanding. Reading has been prioritized, with staff well-trained in phonics and reading programs, providing effective support for struggling pupils. Pupils enjoy reading and are inspired to write creatively based on the texts they explore.
The school promotes an inclusive ethos, with many pupils with special educational needs and disabilities having their needs accurately identified. However, support for these pupils is not consistently implemented, and teachers often lack specific strategies to adapt their teaching. Monitoring of progress for pupils with special educational needs is insufficient, leading to some not achieving their potential.
Behavior management has been adapted, and early signs indicate a reduction in poor behavior instances. However, when pupils lose focus, staff do not always address the issues promptly, leading to disruptions in learning. Personal development opportunities are well-planned, and pupils take their responsibilities seriously, learning to appreciate values and celebrate differences.
Governors fulfill their statutory duties but are often new to their roles and lack sufficient knowledge about the curriculum and pupil performance. The interim headteacher is collaborating with the local authority to address the school's challenges. Staff express pride in their work and feel supported in implementing improvements. Safeguarding arrangements are effective, with a strong culture of safety and regular training for staff. Overall, while the school has strengths, significant areas for improvement remain, particularly in curriculum delivery, behavior management, and support for pupils with special educational needs.
