Carleton Rode Church of England Voluntary Aided Primary School, located in Norwich, Norfolk, underwent an inspection on November 1 and 2, 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and early years provision. However, the behavior and attitudes of pupils, as well as their personal development, were rated as good. The school had previously received a good rating in its last inspection in June 2021.
Pupils at Carleton Rode Primary School express a sense of safety and support, which encourages them to perform to the best of their abilities. They take pride in their school and show enthusiasm for their learning, actively participating in lessons. Despite this, there are concerns regarding the repetition of certain knowledge, which hinders the depth of learning as students progress through the school. Positive behavior is evident, with pupils demonstrating kindness and respect towards one another, and older students often assisting younger peers. The school’s motto promotes inclusivity, and instances of bullying are rare, with staff readily available to address any concerns.
The school offers a variety of trips that enhance the curriculum and provide pupils with opportunities to engage in sporting events, fostering a sense of community and teamwork. However, recent leadership changes have led to some instability, affecting the pace of school improvement initiatives. Leaders are ambitious about the curriculum's aims, focusing on essential knowledge and skills for pupils. A comprehensive review of the curriculum has been conducted, but the current implementation has resulted in some topics being repeated, limiting opportunities for deeper learning.
Teachers are knowledgeable about their pupils and utilize assessments to adapt lessons and address knowledge gaps. Reading is prioritized, with a well-structured curriculum in place. However, support for struggling readers has been inconsistent, impacting their ability to access the broader curriculum effectively. The leadership of special educational needs and disabilities (SEND) provision has also faced challenges, with plans lacking essential information to ensure adequate support for these pupils.
In the early years, leaders have made recent adjustments to the curriculum to provide diverse learning opportunities, but further training and environmental changes are necessary for continued improvement. The school promotes personal, social, and health education effectively, helping pupils understand healthy relationships and develop respect and resilience.
Governors fulfill their statutory duties and share a clear understanding of the school's improvement priorities. The safeguarding arrangements are effective, with staff trained to identify and respond to risks, ensuring pupils learn how to stay safe in various contexts.
To improve, the school must address the repetition of topics in the curriculum to ensure knowledge builds progressively. Additionally, the provision plans for pupils with SEND need to include precise targets and implementation strategies to enhance support. The phonics program requires further development to ensure that struggling readers receive the necessary assistance to catch up quickly. Overall, while the school has strengths in pupil behavior and personal development, significant work is needed to enhance the quality of education and leadership.