Tuckswood Academy and Nursery, located in Norwich, Norfolk, was inspected on April 21 and 22, 2022. The overall effectiveness of the school was rated as requiring improvement, along with several key areas including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The previous inspection also resulted in a requires improvement rating.
Pupils at Tuckswood Academy express enjoyment in attending the school and appreciate the supportive environment fostered by the staff. Many students come from vulnerable and disadvantaged backgrounds, and the school provides essential support that may be lacking in their home lives. While behavior is generally calm, some lessons experience disruptions due to unclear expectations for certain pupils. Bullying is infrequent, and students feel comfortable discussing their concerns with staff.
The curriculum, however, is not effectively structured to support pupils' learning across all subjects. While students perform well in English and mathematics, other areas lack the necessary content and delivery methods to help them retain and apply their knowledge. Although pupils have access to various personal development opportunities, including trips and clubs, the pandemic has affected some of these activities.
Leaders at the school have identified key knowledge that pupils should learn, and in some subjects, students develop a strong understanding. Reading is prioritized, with a well-implemented phonics program and well-trained staff. However, in other areas, teachers struggle to assess pupils' understanding effectively, leading to gaps in knowledge and insufficient preparation for future learning stages. Leaders are aware of these issues and have initiated actions to address them, but it is too early to evaluate their impact.
In the early years, while leaders have set end goals for children's learning, they have not adequately broken down the necessary knowledge across all learning areas. This results in inconsistencies in activity planning, leading to gaps in children's learning. Pupils with special educational needs and disabilities receive appropriate support, but the overall curriculum does not sufficiently meet their needs, hindering their potential achievements.
Leaders have made some progress in improving behavior, with a reduction in incidents and suspensions. However, clear expectations for behavior management are still lacking, and inconsistencies in policy application by teachers can disrupt learning. The curriculum for personal development has been reviewed, but it does not effectively help pupils apply their understanding of respect in daily life, which is crucial for fostering better behavior.
The trust overseeing the school has not provided adequate support to leaders, resulting in insufficient accountability for the quality of education. While there has been some assistance in areas like reading, overall, the trust's involvement has not led to significant improvements.
Safeguarding measures at Tuckswood Academy are effective, with a strong culture established by leaders. Staff are well-trained to identify and report concerns, and leaders maintain thorough records and communication with relevant agencies. Pupils receive education on safety, including online safety, which they articulate well.
To improve, the school must ensure that teachers effectively use assessment to inform their teaching, particularly in areas where gaps in knowledge exist. A well-designed curriculum for early years is necessary to prepare children for future learning stages. Consistent application of behavior policies is essential to minimize disruptions, and the personal development curriculum needs to be more effective in teaching respect. Finally, trustees must enhance their understanding of leaders' work to hold them accountable for school improvement.
