Thorpe St Andrew School and Sixth Form, located in Norwich, Norfolk, underwent an inspection on July 5 and 6, 2022. The overall effectiveness of the school was rated as requiring improvement, while the quality of education was deemed good. However, areas such as behavior and attitudes, personal development, and leadership and management were all rated as requiring improvement. The sixth-form provision received a good rating, indicating a positive experience for students in that segment.
Pupils at the school appreciate the friendly atmosphere and recognize the importance of learning, striving to achieve success in their studies. However, some students exhibit poor behavior, and not all teachers address these issues effectively, leading to disruptions in the learning environment. Instances of tardiness and skipping lessons were noted among a few pupils. Despite these challenges, students feel safe and supported, with access to a behavior support team that assists those facing difficulties.
The school has made strides in implementing a well-organized curriculum over the past two years, providing a broad range of subjects for pupils and students in the sixth form. Leaders have worked to increase participation in the English Baccalaureate subjects. Teachers demonstrate strong subject knowledge and effectively teach technical vocabulary, helping students articulate their understanding. Opportunities for reviewing learned material are provided, aiding long-term retention of knowledge.
Despite these strengths, some subjects are still refining assessment methods to gauge pupil understanding accurately. While many teachers correct mistakes and misunderstandings, inconsistencies exist, leading to gaps in some pupils' comprehension. The emphasis on reading is evident, with teachers encouraging a culture of reading, and support for struggling readers has improved, allowing them to catch up.
Leaders are proactive in identifying the needs of pupils with special educational needs and disabilities, providing guidance to teachers to ensure effective learning. However, behavior management remains inconsistent, with some teachers not addressing low-level disruptions promptly, impacting the learning experience for others. The personal development program is evolving but has yet to significantly influence the school's culture. Although initiatives promoting diversity have been introduced, inappropriate language regarding differences persists among some pupils.
The school's career guidance program requires enhancement, particularly in informing students about opportunities in science, technology, engineering, and mathematics. While the school meets the requirements of the Baker clause regarding technical education and apprenticeships, further improvement is needed in providing comprehensive career information.
The sixth form is characterized by high expectations, with students achieving well and being well-prepared for future endeavors. They appreciate the collaborative environment and take on leadership roles within the school community. However, the pace of change introduced by leaders has unsettled some staff, and communication with parents regarding school policies and behavior management needs improvement.
The safeguarding arrangements at the school are effective, with well-trained staff who recognize signs of potential harm and act swiftly. Leaders maintain thorough records and collaborate with external agencies to support vulnerable pupils. Background checks for staff suitability are conducted diligently.
To improve, the school must enhance its personal development provision to foster a positive culture and address behavior management consistently. Clear communication regarding the school's vision and support for staff is essential to alleviate concerns. Additionally, teachers need to refine their assessment practices to ensure all pupils grasp the curriculum effectively.
