Lingwood Primary Academy, located in Norwich, Norfolk, has been assessed as a good school following its inspection on June 4 and 5, 2024. The headteacher, Caroline Laycock, leads the school, which is part of the HEART Education Trust. The trust is overseen by CEO Hazel Cubbage and a board of trustees chaired by Laura Myles. The school community is characterized by a strong sense of pride among pupils, who describe their environment as friendly and supportive. They express trust in the staff, feeling safe and happy while attending the school.
The quality of education at Lingwood Primary Academy is commendable, with pupils demonstrating eagerness to learn and actively engaging in their studies. They find the school experience enjoyable and stimulating, often articulating their thoughts and reflecting on their work. The curriculum is well-structured and ambitious, ensuring that pupils learn in a clear and logical order. Vocabulary is emphasized in every lesson, allowing students to practice and apply new words effectively. The school encourages pupils to connect their learning across different subjects, which aids in retention and understanding.
Pupils also appreciate the variety of activities available during break times, engaging in sports, dance, and social interactions. The behavior of students is noted to be calm and orderly, with a focus on meeting the high expectations set by staff. Feedback from pupils in Years 5 and 6 indicates an improvement in behavior, and they feel involved in decision-making processes regarding school matters. The school fosters an inclusive atmosphere where students value diversity and understand what makes each individual unique.
The curriculum is designed to be ambitious, with a clear focus on essential knowledge and skills. Reading is a particular strength, with a consistent phonics teaching approach that excites young learners. Early years pupils show enthusiasm during phonics lessons, and those who struggle receive the necessary support to catch up. The school library, managed by reading ambassadors, further promotes a love for reading among students.
While the school provides adequate support for pupils with special educational needs and disabilities, there are areas for improvement. Some students do not have access to the full breadth of the curriculum, particularly when taught separately from their peers. Leaders are encouraged to review and adapt the provision for these pupils to ensure they can achieve the curriculum's ambitions.
The early years program is effective, with high expectations for children's achievements. The curriculum promotes language and mathematical development, alongside opportunities for play and exploration, which are crucial for fostering good learning habits. Positive behavior management strategies are in place, and pupils treat each other with respect, contributing to a supportive learning environment.
Leaders have also focused on providing a well-rounded education beyond academics, offering various clubs and extracurricular activities that help prepare pupils for future experiences. The school has navigated a period of significant change, including staffing and leadership transitions, but has successfully maintained a positive trajectory. Although a minority of parents may not share the same confidence as the school community, the establishment of a permanent leadership team and a new curriculum has led to improved outcomes and a positive perception among staff and pupils.
The arrangements for safeguarding are effective, ensuring that pupils' welfare is prioritized. Moving forward, the school aims to enhance the implementation of its curriculum and ensure that all pupils, including those with special educational needs, have equitable access to learning opportunities.
