The Bishop’s Church of England Primary Academy in Thetford, Norfolk, has undergone significant changes since its previous inspection, moving from an inadequate rating to a status that requires improvement. The inspection conducted on September 13 and 14, 2022, highlighted both the progress made and the areas that still need attention. The school is characterized by a generally positive environment where pupils and children in early years interact well with one another. Incidents of bullying are addressed promptly, and many students exhibit respect and pride in their school community.
The atmosphere within the school has become increasingly calm, allowing for better learning conditions. Children in early years quickly adapt to school routines, and there is a noticeable reduction in disruptions during lessons compared to previous years. Most pupils engage attentively with their teachers and enjoy their learning experiences. However, there are still instances where some students struggle to maintain focus, and teachers do not always manage poor behavior effectively.
Pupils appreciate the variety of physical activities available during lunch and after school, and the personal, social, health, and economic curriculum effectively teaches them about diversity and respect for others. The school has made strides in providing a more adequate quality of education, with a curriculum that covers a range of subjects designed to engage students. Despite these improvements, further work is necessary to ensure that the quality of education meets the required standards consistently.
Leadership and management have shown determination in addressing the curriculum issues identified in the previous inspection. The curriculum is ambitious and includes all national curriculum subjects, with clear plans that outline knowledge progression from early years to Year 6. However, some subjects have only recently implemented new plans, and not all subject leaders have evaluated their effectiveness. Consequently, some teachers may not plan lessons effectively, hindering pupils' ability to practice and apply their knowledge.
Reading instruction has improved significantly, with pupils expressing enjoyment in their reading materials. The reading curriculum supports older pupils well, and early years children benefit from a structured phonics program. However, the experience for pupils with special educational needs and disabilities varies, as some teachers do not utilize available information to support these students adequately.
Behavior management strategies have been enhanced, leading to a decrease in permanent exclusions and suspensions. Nevertheless, inconsistencies in the application of behavior policies remain, and while improvements have been made, further efforts are needed to ensure that behavior expectations are uniformly upheld across the school.
The pandemic has impacted the school's engagement with the local community, but leaders are working to rebuild relationships with families. Persistent absenteeism, particularly among pupils with special educational needs, continues to be a challenge that requires more rigorous intervention.
The personal development approach at the school is commendable, with a strong PSHE curriculum that aligns with the school's values and helps pupils manage their emotions. Staff support for leaders' improvement efforts is evident, despite increased workloads. Leaders have accurately identified next steps for further enhancement of the school.
Safeguarding measures are effective, with a strong culture of safety and appropriate training for staff. Pupils are educated about risks, including online safety, ensuring they are well-informed about how to protect themselves.
To improve further, the school must ensure that all staff receive high-quality professional development to implement the curriculum effectively. Leaders need to evaluate the impact of new curriculum plans and ensure that all pupils, particularly those with special educational needs, receive the support they require to succeed. Consistency in behavior management and addressing persistent absenteeism are also critical areas for improvement.
