East Harling Primary School and Nursery, located in Norwich, Norfolk, has been evaluated as a good school following its inspection on November 22 and 23, 2022. The school has demonstrated effectiveness across various areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all rated as good. The school has maintained this level of performance since its previous inspection in October 2021.
Pupils express pride in their school, highlighting the warm relationships they share with staff, which fosters a sense of safety and support. Instances of bullying are rare, and students feel comfortable approaching adults with their concerns. The positive environment contributes to pupils' enthusiasm for learning, as they find the curriculum engaging and the teaching methods effective. The school promotes an appreciation for diversity, encouraging pupils to value differences among their peers.
The school offers a variety of extracurricular activities, including clubs and trips, which enhance the educational experience. Pupils participate in activities such as dodgeball, choir, and 'boogie bounce,' and they have opportunities to take on responsibilities through an active school council. This involvement helps students develop a sense of responsibility and agency within their school community.
Leaders have made significant strides in improving the curriculum since the last inspection. They have restructured the wider curriculum in subjects like art and geography, providing clear documentation that outlines the knowledge and skills pupils are expected to acquire. Teachers are well-equipped to deliver lessons that facilitate understanding, resulting in improved learning outcomes. For instance, pupils demonstrate creativity and skill in their art projects, producing detailed and vibrant artwork.
Reading instruction begins as soon as children enter the school, with staff trained to deliver effective lessons that focus on phonics. The reading curriculum has been revamped to enhance fluency and introduce more complex texts, ensuring that all pupils, including those who require additional support, can progress in their reading skills.
While the intended curriculum is being effectively taught, there are areas for improvement. Some teachers may not consistently assess pupils' understanding, which limits leaders' ability to adapt the curriculum based on what works well and what needs enhancement. Additionally, the provision for pupils with special educational needs and disabilities is a notable strength, with tailored support ensuring these students can fully engage with the curriculum.
Behavior management is consistent across the school, with staff using common language to help pupils focus on their learning. The personal development program prepares pupils for future responsibilities, teaching them about health, democracy, and friendship. Opportunities for spiritual reflection and cultural appreciation are integrated into the curriculum.
In the early years, while teachers provide opportunities for communication development, there are instances where activities lack a clear learning purpose, hindering children's learning potential. Leaders are encouraged to provide training to maximize learning opportunities in continuous provision settings.
Governors have developed a strong understanding of high-quality education, enabling them to ask pertinent questions about curriculum implementation. They are mindful of staff workload and well-being, fostering positive relationships with parents and the community.
The safeguarding arrangements at the school are effective, with staff trained to recognize and report concerns. Pupils are educated on safety, including online safety, ensuring a secure environment for all.
To further improve, the school should focus on enhancing the clarity of learning purposes in early years activities and strengthening monitoring systems to ensure the curriculum is effectively implemented across all subjects.
