Iceni Academy, located in Methwold, Norfolk, underwent an inspection on March 10-11, 2020, and received an overall effectiveness rating of Requires Improvement. The school operates across two sites, a primary and a secondary phase, which are six miles apart. While the primary phase demonstrates good teaching and effective leadership, the secondary phase requires significant improvements to enhance the quality of education and student experiences. Attendance in the secondary phase is a concern, with some pupils not attending regularly, which affects their academic achievements.
Pupils in the primary phase report a positive school experience, with a strong emphasis on tolerance and acceptance among peers. They express confidence that bullying is not an issue, although some secondary-aged pupils and parents have raised concerns about bullying in that phase. Most pupils feel safe and supported in school, and there are opportunities for them to explore new talents through various clubs and activities.
The quality of education varies between the two phases. The primary phase benefits from strong subject knowledge among staff, leading to effective teaching and a solid foundation for pupils. In contrast, the secondary phase is still in the process of reviewing and establishing its curriculum, which has resulted in inconsistencies in teaching quality. Leaders are working on curriculum changes to ensure that pupils know and remember more over time.
Phonics instruction in the primary phase is effective, with teachers successfully helping pupils to read fluently and enjoy a variety of books. However, in the secondary phase, there is less emphasis on ensuring that pupils read age-appropriate materials regularly, which limits their vocabulary development. The early years provision is rated as good, with children receiving support to settle quickly and develop essential skills.
Leaders have high expectations for pupils with special educational needs and disabilities (SEND), and those in the primary phase achieve well due to the support provided. However, in the secondary phase, the curriculum is not sufficiently tailored to meet the needs of these pupils, resulting in lower achievement levels. Leaders recognize the need for improved mental health support for pupils, and staff have received training in mental health awareness, although the impact of these initiatives is yet to be fully assessed.
Careers guidance is appropriate, preparing pupils for future education, employment, or training. While most pupils behave well, some secondary-aged pupils do not meet the expected behavior standards, and attendance rates are below the national average. The school faces challenges with persistent absence and fixed-term exclusions, particularly among vulnerable groups.
There is a lack of cohesion between the primary and secondary phases, with some staff not viewing the school as a unified entity. Newly qualified teachers in the secondary phase do not receive adequate support, and improvement planning needs to be more focused. The trust overseeing the school is aware of these issues and has provided support, but the impact has not yet been fully realized.
Safeguarding arrangements are effective, with leaders understanding their responsibilities and maintaining appropriate checks on staff. However, record-keeping in the secondary phase sometimes lacks timeliness and detail. Overall, while Iceni Academy has strengths, particularly in the primary phase, significant improvements are needed in the secondary phase to ensure a consistent and high-quality educational experience for all pupils.