St Mary's Church of England Junior Academy, located in Long Stratton, Norwich, underwent an inspection on November 22 and 23, 2022. The overall effectiveness of the school was rated as requiring improvement, which is a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, personal development, and leadership and management were all assessed as requiring improvement.
Pupils at the school feel safe and well cared for, enjoying positive relationships with staff. They are aware of what constitutes bullying and report that incidents are addressed promptly by school leaders. While there is a focus on behavior management, with an emphasis on school rules, some pupils still struggle to adhere to these expectations. The school offers a variety of extracurricular clubs, some of which are student-led, fostering a sense of responsibility among pupils. However, the broader initiatives aimed at enhancing pupils' understanding of their societal roles are still in the early stages of development.
The curriculum is broad, and leaders have outlined clear learning objectives for each subject. However, the implementation of this curriculum varies among teachers, leading to inconsistencies in teaching quality. Some teachers do not effectively follow the established curriculum, which has resulted in some pupils not making adequate progress. Subject leaders, many of whom are new to their roles, require further support to evaluate their subjects effectively and identify areas for improvement.
Reading is a priority within the school, and leaders have implemented a structured reading program that ensures pupils engage with high-quality texts. The library has been revamped to encourage greater engagement with reading materials, and pupils who struggle with reading receive targeted support. This has led to increased confidence and fluency among these pupils.
The school has made strides in supporting pupils with special educational needs and disabilities (SEND), ensuring they receive appropriate assistance. However, some staff members still require training to effectively support these pupils. Despite improvements in behavior management, some pupils exhibit disrespectful behavior towards peers and adults. The introduction of a new behavior policy is beginning to yield positive results, with a decrease in reports of negative behavior.
Leaders are working to enhance pupils' understanding of responsibilities, respect, and citizenship, but this aspect of personal development is still developing. While pupils learn about respect and diversity, retention of knowledge regarding different faiths and beliefs is an area that needs attention. Opportunities for younger pupils to take on leadership roles outside the classroom are currently limited.
The school is actively developing enrichment activities that support pupils' spiritual, moral, social, and cultural development. Leaders are connecting classroom experiences with broader learning opportunities, which has positively impacted pupil motivation. Staff members recognize the challenges the school faces and are supportive of the leadership's vision for improvement. They are aware of the necessary actions to ensure continued progress.
The safeguarding arrangements at the school are effective, with staff knowledgeable about potential risks and working closely with families and external agencies to provide necessary support. Leaders conduct appropriate checks on staff and ensure pupils are educated about safety in various contexts, including online dangers.
To improve, the school must ensure that all teachers deliver the curriculum as intended, provide subject leaders with the necessary support to evaluate their subjects, and enhance the impact of personal development initiatives. Addressing behavior issues consistently across the school day is also crucial for fostering a respectful and conducive learning environment.
