Robert Kett Primary School, located in Wymondham, Norfolk, underwent an inspection on March 8 and 9, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, and leadership and management were rated as Good. The early years provision was similarly rated as Requires Improvement. The school has experienced significant leadership and staffing changes since the last inspection, which took place in May 2018. The current headteacher began her role shortly before the national lockdown due to COVID-19.
Parents and pupils express positive sentiments about the school, highlighting a sense of community and the supportive nature of the staff. Pupils report that they feel safe and that bullying is rare, with any incidents being addressed promptly. The school fosters a calm atmosphere conducive to learning, and pupils appreciate the emotional support available to them. However, despite these positive aspects, the school faces challenges in ensuring that pupils achieve to their full potential. The curriculum is not fully developed across several subjects, which hampers pupils' ability to learn and retain essential knowledge.
In the early years, while children are safe and happy, the curriculum does not adequately prepare them for Year 1. The school offers a variety of clubs and extracurricular activities that contribute to pupils' personal development, and they are well-prepared for life in modern Britain. The headteacher has worked to establish an effective senior leadership team and improve staff morale, which has led to a shared vision for the school. Staff report manageable workloads and appreciate the training they receive.
The school has made strides in developing a strong reading curriculum, with effective phonics teaching enabling most children to read simple books by the end of Reception. By Year 2, many pupils can read longer texts with comprehension. However, the planning of the curriculum in other subjects remains inconsistent, particularly in areas where subject leaders are new and have not yet established a coherent curriculum. This inconsistency affects pupils' learning outcomes across various subjects.
Pupils with special educational needs and disabilities receive appropriate support to access the curriculum, with the special educational needs coordinator effectively identifying and addressing their needs. However, leaders lack a clear understanding of how to plan and teach the early years curriculum, which affects children's readiness for Year 1. While children behave well in early years, there is a need for a more ambitious curriculum across all areas of learning.
Governors play an active role in supporting and challenging school leaders, demonstrating an understanding of the school's strengths and weaknesses. They regularly monitor the effectiveness of leadership actions aimed at improvement. The safeguarding arrangements at the school are effective, with a strong emphasis on keeping pupils safe and well-supported, particularly during the pandemic.
To improve, the school must ensure that curriculum plans are ambitious and effective across all subjects, particularly in areas where planning is currently lacking. Additionally, leaders should focus on designing a comprehensive early years curriculum that prepares children adequately for their transition to Year 1. Overall, while Robert Kett Primary School has strengths in personal development and leadership, it must address curriculum development to enhance educational outcomes for all pupils.
