Ofsted conducted a short inspection of Firside Junior School on 26 June 2019, following its conversion to an academy in 2016. The inspection confirmed that the school continues to provide a good quality of education. The leadership team has effectively maintained this standard since the last inspection of the predecessor school in 2015. Under the leadership of Mrs. Rosalind Robinson, the headteacher, the school has benefited from the support of the Wensum Trust, which has enhanced its capacity for improvement. The school’s performance is strong, and there is a shared ambition among the leadership team, governors, and the trust to further enhance the quality of education.
The school demonstrates a clear understanding of its strengths and areas for development. Self-evaluation is accurate, informing well-prioritized improvement plans. The leadership team can articulate the reasons for variations in pupil outcomes and the actions being taken to address these issues. Over the past two years, the outcomes for pupils at the end of key stage two have been high, with a significant proportion of Year 6 pupils achieving expected standards in reading, writing, and mathematics. The school anticipates that overall results in national tests will be above average.
Feedback from pupils, parents, and staff has been overwhelmingly positive, highlighting the effective support provided by staff and the good learning opportunities available to students. However, some parents expressed a desire for improved communication regarding their child's progress. Safeguarding measures are effective, with recent reviews identifying areas for improvement that have since been addressed. Robust procedures are in place, and staff training is current, ensuring that safeguarding practices are well managed.
The inspection focused on four key areas: the progress of all pupils, particularly disadvantaged pupils and those with special educational needs, the quality of teaching and its impact on learning, the school environment, and safeguarding arrangements. While published data indicates that progress for some pupils is below average in reading and mathematics, the leadership team recognizes the need for additional support for certain pupils transitioning from key stage one. Initiatives are underway to improve this situation, including closer collaboration with local infant schools and targeted staff training.
The needs of pupils with special educational needs are well understood, ensuring they receive appropriate support. Disadvantaged pupils are closely monitored, and there are expectations for improved outcomes in national tests. Observations during the inspection confirmed that teaching quality is generally good, with effective relationships between staff and pupils. However, some inconsistencies in teaching practices were noted, and training is being provided to address these.
Pupils exhibit good behavior and a positive attitude towards learning, contributing to a calm and purposeful school environment. Attendance is regular, and instances of exclusion are rare. Pupils feel safe and enjoy their school experience, participating enthusiastically in various activities, including off-site trips. The school’s commitment to personal development is evident, with a focus on creating a stimulating learning environment.
Moving forward, the school leadership and governance should enhance their monitoring of teaching and learning to ensure high expectations for all pupils. Additionally, establishing robust assessment practices in foundation subjects will be essential to demonstrate the impact of teaching across the curriculum. Overall, the school is on a positive trajectory, with clear plans for continued improvement.
