Primary school on Norfolk coast reaps rewards of hard work in positive report
PUBLISHED: 09:38 27 November 2017 | UPDATED: 09:38 27 November 2017
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A Norfolk primary school which has spent the year driving forward improvements has had its efforts recognised by inspectors.
Education watchdog Ofsted has told Martham Academy and Nursery, in Great Yarmouth, that it is good across the board after an inspection in October.
It marks an improvement for the school, which in 2015 was told that it needed to improve.
Inspectors praised headteacher Sarah Mules, who they said had “established a culture of high expectations and a warm and positive ethos”, which saw pupils grow into “mature, reflective and thoughtful youngsters”.
They said the school’s work with the Right for Success Trust - which it formally joined at the start of October - since January had a “very positive” impact on its development, with the partnership freeing up the head to focus on pupils’ education.
A report published after the visit said: “Pupils have plenty of opportunities to expand their spiritual, moral, social and cultural understanding.
“Consequently, they are reflective and thoughtful about life’s big questions. Pupils get on well with one another and, in lessons, readily work with others to share ideas and complete group tasks.”
Elsewhere, they said the standard of work was “rising rapidly” and the curriculum was “carefully planned”.
The school worked with the trust through the Norwich Teaching School, which is based at its Eaton Hall Specialist Academy.
Valerie Moore, chief executive of the Right for Success trust, said: “We are delighted that we had started working with the school prior to conversion through the Norwich Teaching School.
“The result is well earned in recognition of all the hard work from the staff, pupils and families at the academy.”
To improve, inspectors said the school should focus on certain areas of attainment, including the quality of boys’ handwriting and transition from reception to year one.
“Teachers’ expectations are usually high as they try to get the best out of pupils,” the report said. “However, pupils in year one are not building enough on the work they did in reception to extend their writing and get enough writing done, especially the boys.”