Sprowston Community Academy, located in Norwich, Norfolk, was inspected on May 24 and 25, 2022. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behavior and attitudes, personal development, and leadership and management. However, the sixth-form provision was noted to require improvement. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
Pupils at Sprowston Community Academy express happiness and pride in being part of ‘Team Sprowston,’ where diversity is celebrated. The school fosters an ethos of kindness, and teachers maintain clear and consistent behavioral expectations. Most pupils feel that teachers effectively address issues, including bullying, although a small minority believe that some teachers could improve in this area. Pupils with special educational needs and/or disabilities (SEND) receive good support, enjoying engaging lessons and access to a broad curriculum. They also have opportunities to develop leadership skills through various clubs.
Despite the positive environment, the personal development program in the sixth form is underdeveloped, with students expressing a desire for more activities, such as charitable work. Leaders aim to cultivate well-rounded citizens equipped with the knowledge necessary for success. The curriculum for Years 7 to 9 is ambitious, offering a wide range of subjects, and there is a focus on increasing the uptake of modern foreign languages to ensure more pupils can pursue the English Baccalaureate suite.
The curriculum is well-structured across subjects, including in the sixth form, with subject leaders clearly defining what pupils should learn and the sequence of content. Teachers utilize the latest educational research to inform their teaching practices, ensuring pupils understand how to succeed in their tasks. Support for weaker readers is effective, with tailored programs to enhance reading skills and a diverse selection of texts to foster a love of reading.
Pupils with SEND are fully integrated into school life, with teachers understanding their needs and effectively managing complex behavioral challenges. The school has a range of services to support mental health and well-being, although some pupils still struggle with regular attendance, which may be linked to anxiety. Leaders recognize the need to investigate the reasons behind low attendance and ensure that absent pupils catch up on missed work.
The school provides a comprehensive personal, social, health, and economic (PSHE) curriculum, including age-appropriate relationships and sex education. Pupils enjoy these lessons, which cover various topics, including democracy and healthy living. However, the sixth form's personal development program lacks structure, resulting in a fragmented experience for students.
Careers education is well-structured, with work experience opportunities resuming after the COVID-19 pandemic. The school has a dedicated website for careers information and provides access to impartial advisors to assist pupils in making informed choices. The board of trustees effectively oversees the school's leadership and management, with staff expressing pride in their work environment.
The safeguarding arrangements are effective, supported by a well-trained safeguarding team that collaborates with external agencies. Staff are aware of their safeguarding responsibilities and follow the school's policies diligently. Despite the school's strengths, there are areas for improvement, particularly regarding attendance and the sixth form's personal development program, which require further attention to ensure all pupils are fully supported in their educational journey.
