West Row Academy, located in Bury St Edmunds, Suffolk, underwent its first routine inspection in May 2022 since joining the Eastern Multi-Academy Trust in December 2017. The inspection revealed that the overall effectiveness of the school requires improvement, with similar ratings for the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. Although pupils express enjoyment in their learning, the report indicates that they are not consistently supported to acquire the necessary knowledge across various subjects. This lack of support leads to difficulties in recalling what they have learned, and opportunities for practice are often insufficient.
Behavior among pupils is generally positive, with good interactions during break times. However, disruptions in class due to some pupils' behavior can hinder the learning experience for others. The school offers a variety of sports clubs and activities, and older pupils take on responsibilities, such as reading with younger students. Staff members are perceived as caring, and parents appreciate the additional support provided to families, including access to counseling services.
Most pupils feel safe at school and understand what constitutes bullying, noting that incidents are addressed promptly by teachers. Despite these positive aspects, the report highlights areas needing improvement. For instance, some pupils struggle with reading fluency, as staff do not ensure that all students access appropriately leveled books. While a phonics program has been introduced to assist younger children, its implementation is not consistent across all classes.
Curriculum planning in several subjects is underdeveloped, with leaders needing to ensure that teachers are well-trained and that assessment strategies are effectively utilized. In subjects where planning is strong, pupils are able to build on prior knowledge, but in others, the lack of detailed planning results in gaps in understanding. Teachers do not consistently revisit previously learned material or check for understanding, leading to persistent misconceptions among pupils.
In the early years, children adapt quickly and enjoy their learning, but staff do not fully capitalize on opportunities to enhance vocabulary and knowledge across all areas. While behavior in the school is generally calm, some pupils exhibit off-task behavior due to insufficient support from staff in managing concentration issues. This has led to frustrations among parents and pupils regarding behavior management.
Pupils learn about British values and their local community, but the delivery of the personal, social, and health education curriculum lacks coherence, preventing pupils from developing a meaningful understanding of their place in the wider world. The new principal has a clear understanding of the school's strengths and weaknesses and is working to address concerns raised by parents and staff. However, previous delays by trustees in addressing weaknesses, particularly in early years provision, have been noted.
Safeguarding arrangements are effective, with staff receiving regular training and utilizing an electronic system to identify pupils needing support. Leaders ensure that all necessary checks are completed for new staff to ensure their suitability for working with children. To improve, the school must enhance curriculum planning, staff training, and assessment strategies, particularly in early years, to better prepare children for future learning challenges. Additionally, ensuring that reading materials are well-matched to pupils' abilities and that behavior management strategies are consistently applied will be crucial for fostering a more conducive learning environment.
