A high school is celebrating after it rose up through the ranks in a vigorous inspection regime.
Lynn Grove Academy in Gorleston has been rated as good for its overall effectiveness by Ofsted following a two day inspection last month.
A previous inspection in 2015 had rated the school, which has more than 1,000 pupils, as requires improvement.
The latest Ofsted report praised the senior leaders and governors for having high aspirations for pupils and their achievements, leading to a rise in standards.
It highlights how in 2016 the proportion of pupils gaining higher GCSEs in English and maths was above the national average.
Ofsted said reading is a real strength in the school and the curriculum is suited to the needs of the pupils with a broad range of subjects complemented by strong artistic sporting, technical and sporting provision.
The report also praises pupils for being keen to succeed and showing positive attitudes towards learning and their conduct is good and most pupils attend regularly.
Alison Mobbs, academy principal, said: 'At a time when there is pressure on schools to narrow their offer, we made the bold choice to maintain a truly broad and balanced curriculum, where our young people are encouraged and supported to realise their full potential.
'We dare them to think bigger than they ever thought possible.
'I am delighted that Ofsted have acknowledged the dedication, hard work and creativity of all of the staff and pupils at Lynn Grove.'
Marc Jordan, chairman of governors and chief executive of the Creative Education Trust, said: 'In order for young people to be successful in the 21st century, they need a balance of knowledge, skills and creativity. 'Ofsted's judgement shows that with its mix of strong academic subjects alongside its high quality artistic, sporting, technical and cultural provision, Lynn Grove is getting this right. Congratulations to all.'
Ofsted said for the academy to improve further it should make sure tasks are sufficiently challenging, feedback to pupils is precise and they have the opportunity to apply maths skills across subjects.
It should also look at strategies around a small minority of pupils' conduct and tackling persistent absence.
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