Newton Flotman Church of England Primary Academy, located in Norwich, Norfolk, underwent an inspection on 17 and 18 October 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and behaviour and attitudes. However, personal development and early years provision were rated as good. The school is part of The Diocese of Norwich St Benet’s Multi-Academy Trust, with Adam Riley serving as the executive headteacher.
Pupils express pride in attending the school, appreciating the warm and caring environment that fosters a sense of safety. They trust the adults in the school to help them with any problems they encounter. While most pupils are polite and eager to learn, the learning experience is sometimes disrupted by the behaviour of a minority of students. Despite the aspirations set for them, the inconsistency in curriculum delivery affects the learning outcomes for some pupils.
The school has established strong connections with the local church, which helps instill values such as tolerance and respect among pupils. This inclusive approach ensures that all students, including those with special educational needs and disabilities, are fully engaged in school life. The school has invested considerable resources into developing an ambitious curriculum, supported by a partnership with another trust school that enhances subject leadership.
Despite the well-planned curriculum, inconsistencies in its delivery hinder effective learning. Teachers present key information as intended, but their methods for assessing understanding are not sufficiently refined. This leads to gaps in knowledge and misconceptions that go unaddressed, resulting in some pupils struggling to retain information over time. Reading is prioritized, with a phonics scheme effectively taught in the early years, enabling children to develop fluency and confidence in their reading skills.
The early years curriculum is well-structured, providing children with engaging play opportunities that reinforce their learning. Children learn essential routines and are exposed to a rich vocabulary, preparing them for future academic challenges. The school effectively identifies barriers to learning for pupils with special educational needs, implementing precise plans that allow these students to thrive alongside their peers.
However, not all staff consistently uphold the school's behaviour expectations, leading to disruptions in learning. Some adults do not respond promptly to manage disruptive behaviour, which frustrates many pupils who wish to focus on their studies. The school recognizes the need for all staff to be clear on behaviour expectations and to apply management processes consistently.
The personal, social, and health education curriculum is well-planned, equipping pupils with an age-appropriate understanding of their roles as future citizens. Through carefully selected literature, pupils learn to appreciate and value diversity. The trust has provided essential support since the school's inception, helping to develop the curriculum and improve early years provision.
Parents have expressed satisfaction with the improvements made at the school, acknowledging that some aspects of provision take time to develop fully. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. The school is encouraged to refine assessment strategies to better identify gaps in knowledge and misconceptions, allowing for more tailored support for pupils. Additionally, it is essential for all staff to consistently apply behaviour management strategies to minimize disruptions and enhance the learning environment for all students.
