Diss Church of England Junior Academy was inspected on 21 and 22 September 2022, and the overall effectiveness of the school was rated as good. The quality of education, behavior and attitudes, personal development, and leadership and management were all assessed as good. This was the first inspection under section five of the Education Act 2005 since the school converted to an academy in June 2018. The school has a calm and caring environment where pupils are flourishing. They feel happy, settled, and safe, with strong relationships established between staff and pupils. This positive atmosphere fosters confidence in learning, and pupils support each other in their educational journeys. Teachers are enthusiastic and dedicated to helping pupils become fluent readers, providing praise and understanding for those who may struggle.
Pupils appreciate the support they receive regarding friendships and know whom to approach if they have concerns. Instances of bullying are rare, and when they occur, staff address them promptly. The school offers a variety of clubs and community activities, allowing pupils to engage in celebrations and take on responsibilities such as peer mediators and play leaders. Leaders and teachers have a solid understanding of effective curriculum design and teaching practices, informed by research on high-quality education. They have selected subject curriculums that clearly outline the knowledge and skills pupils need to succeed.
Staff training and resources have been provided to support the implementation of the curriculum, and teachers design activities that enhance pupils' understanding and retention of knowledge. This ambitious curriculum is yielding positive results, with pupils demonstrating increased knowledge and confidence in subjects like geography and art. However, in some subjects, the use of assessment could be improved to better inform leaders about pupils' long-term retention of knowledge.
The school is committed to developing pupils' reading skills and fostering a love for reading. Staff have received training in a new reading program to assist pupils at earlier stages of reading. However, there are instances where phonics errors are not identified during reading sessions with adults. Leaders are aware of this issue and have plans to monitor teaching and provide additional training. The selection of books for pupils is carefully considered, and they enjoy the engaging storylines.
Leaders prioritize building strong relationships with pupils, which is essential for creating a positive learning environment. Consistent behavior expectations help pupils develop a positive attitude toward education, leading to focused and eager participation in lessons. The school is dedicated to supporting pupils with special educational needs and disabilities, ensuring that their needs are identified and addressed promptly. Leaders and teachers collaborate to adapt learning and the classroom environment, enabling these pupils to fully engage in lessons and extracurricular activities.
The headteacher and her team have established strong community relationships, earning the respect of parents who appreciate the support provided to families. Staff feel supported in their roles and believe their voices are heard. Safeguarding arrangements are effective, with staff trained to recognize and address risks to pupils. Leaders maintain thorough records and work diligently with external agencies to secure additional support when necessary. Pupils are educated on safety, including online safety.
To improve, the school needs to enhance the effectiveness of its early reading program to ensure all staff are adequately trained to support pupils at earlier reading stages. Additionally, leaders should continue to develop the curriculum and assessment practices in subjects that are still in the early stages of implementation to better understand pupils' retention of knowledge over time.
