The Albert Pye Community Primary School in Beccles, Suffolk, has been assessed as a good school following its inspection on June 11 and 12, 2024. The head of school, Louise Creed, leads the institution, which is part of The Active Learning Trust. The trust is overseen by CEO Lynsey Holzer and a board of trustees chaired by Claire Heald. Rae Aldous serves as the executive headteacher, responsible for this school and four others.
Pupils at Albert Pye are proud of their school, demonstrating politeness and good behavior. They express a sense of belonging and inclusivity, highlighting the welcoming environment fostered by the school. Older students take on responsibilities by supporting younger peers, such as organizing games during lunch and reading to them in designated reading areas. This sense of responsibility contributes to their pride in the school community.
The school has set high expectations for student achievement, and pupils are motivated to meet these standards. They engage enthusiastically in their learning and appreciate the diverse activities offered, including a well-structured program of educational trips and guest speakers that enrich their experiences. The school prioritizes the safety and well-being of its students, with strong relationships between staff and pupils that promote positive attitudes toward learning and social interactions.
The curriculum has been revised to ensure a logical progression of knowledge from the early years through to the end of primary education. Leaders have focused on building a comprehensive curriculum that supports learning from Nursery onward. Teachers are well-informed about their teaching responsibilities, and the school provides high-quality training for staff. Subject leaders offer guidance to ensure effective teaching practices, resulting in high-quality learning across various subjects.
Despite these strengths, the school acknowledges that some pupils have gaps in their previous learning due to the less detailed curriculum that was in place before the revisions. While pupils generally achieve in line with national expectations in assessments, the school aims for a deeper understanding of the curriculum for all students, particularly those who are vulnerable or disadvantaged.
Reading instruction is delivered through a consistent and effective approach, enabling pupils to develop their reading skills quickly. The school promotes a love of reading, providing a wide range of books that cater to different interests and age groups. Support is available for pupils who need to catch up, including those with special educational needs and disabilities. The school has made efforts to improve communication with parents of these pupils and has invested in staff training to enhance support for these students.
Pupils learn about diverse cultures and lifestyles, engaging in discussions and projects that broaden their understanding of the world. The school ensures that older students have opportunities to experience life beyond their local area. Attendance rates are high, and the school collaborates with families to support those who may need additional assistance.
Behavior at the school is commendable, creating a calm and positive atmosphere conducive to learning. The leadership team is well-regarded by staff, who appreciate the focus on building on existing strengths while refreshing teaching practices. The school has effectively addressed workload considerations for staff, fostering a collaborative environment for professional development.
The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. The school is committed to continuous improvement, recognizing the need to address gaps in knowledge and deepen understanding across the curriculum to help all pupils meet or exceed expected standards.
