St Clements Hill Primary Academy, located in Norwich, was inspected on February 2 and 3, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005 since the school opened in September 2018.
Pupils at St Clements Hill Primary Academy express pride in their school, showcasing politeness, friendliness, and respect towards one another. They feel valued and listened to, contributing to a positive school environment where they behave well and feel safe. The school promotes a culture of respect and understanding of diversity, with pupils actively participating in various experiences that help them develop real-life skills. Bullying is reported to be rare, and pupils trust that adults will address any concerns they may have.
The early years curriculum is well-structured, providing children with the necessary knowledge for future learning. However, the broader curriculum requires further improvement to enhance pupil achievement. Leaders have a clear understanding of the school's strengths and weaknesses and have motivated staff to work collaboratively towards enhancing educational quality. Reading is prioritized, with a strong phonics program in place that supports pupils in developing their reading skills effectively.
Despite the proactive efforts of leaders to improve the school, the curriculum in several subjects lacks clarity regarding the essential knowledge pupils need to acquire. This gap can hinder pupils from building on their prior learning and developing a comprehensive understanding of the subjects. Leaders are taking appropriate steps to address these issues, but the quality of education is not yet at the desired standard.
In the Reception classes, children receive excellent support from knowledgeable adults who understand their needs. The curriculum is well-established, and activities are tailored to help children build essential knowledge in preparation for Year 1. Pupils with special educational needs and disabilities receive high-quality support, ensuring they have access to the same curriculum as their peers.
The school fosters personal development through initiatives that help pupils understand their role in the wider community. Pupils engage in charitable activities, promoting a sense of belonging and appreciation for diversity. They are encouraged to overcome challenges, fostering resilience as they progress through their education.
Lessons are engaging, with pupils demonstrating focus and minimal disruption, allowing for effective learning. The local governance committee and trust leaders provide strong support and challenge to school leaders, ensuring a capable team is in place to uphold high aspirations for all pupils. Teachers receive valuable training, but there is a need for further development of subject knowledge to enhance teaching effectiveness.
Safeguarding measures are robust, with adults vigilant in identifying and addressing pupils' needs. The school has established a positive safeguarding culture, ensuring pupils learn how to keep themselves safe, particularly in relation to internet use.
To improve, the school must clearly define the essential knowledge required in each subject to enhance pupil learning and achievement. Additionally, strengthening teachers' subject knowledge is crucial to effectively address misconceptions and improve overall educational quality.
