City Academy Norwich

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have noticed the positive changes in the school since the previous inspection. They see that these will benefit their education.

Staff have higher expectations, and, for some pupils, this has been challenging to adjust to. Staff are rightly asking more of pupils.

Curriculum expectations are higher, and pupils have access to a wider range of subject options at key stage 3 and key stage 4.

However, pupils' experiences in lessons do not always help them to learn and remember more. Some pupils did not perform well in public examinations.

The school allotment and forest school provide opportunities for pupils to build their confidence and social sk...ills.

Wider benefits of these resources include positive changes in the behaviour and confidence of individual pupils.

It is not common for pupils to experience unkind language. They know and trust the pastoral team to support them if they report an issue.

School leaders do not tolerate prejudicial language.

What does the school do well and what does it need to do better?

Leaders at all levels are striving to ensure that pupils receive a high-quality education. They are shifting an established culture.

While this is not yet reflected in examination outcomes for some pupils, leaders have worked tirelessly since the last inspection to improve the school. They have done so in the face of significant challenges. This determination is reflected in the overwhelmingly positive staff feedback, a culture of higher standards for all pupils and the significant change in parental perception of the school.

The school is committed to regaining its positive reputation in the local area, and to continue to win back the hearts and minds of the community.

The quality of education is not yet good because the newly implemented curriculum has not yet had time to be delivered consistently and effectively. The transition to a new curriculum in most subjects has meant that systems for checking pupils' understanding and ensuring they produce work of a high standard are not yet established fully across the school.

This means that, too frequently, there are gaps in pupils' knowledge. Common misconceptions in pupils' work are not always addressed. This leads to such errors being repeated without correction.

The school's approach to supporting the weakest readers is developing at pace, although still at an early stage of development. Pupils' reading ability is identified early on and leaders have prioritised staff training to support the reading programme now used by the school.

The provision for pupils with special educational needs and/or disabilities (SEND) is improving substantially and demonstrably.

It is a strength of the school. Pupils with SEND have access to a range of school support, for example the social, emotional and mental health base, where they can receive additional help. Parents value the way the school supports their children to become more independent.

Pupils' behaviour has improved since the last inspection. Classroom disruption is rare. However, levels of suspension remain high because pupils are still adjusting to the school's high expectations of conduct.

Generally, pupils are punctual to lessons and respond respectfully to instructions from staff. Too many children do not attend school often enough. As a result, these pupils do not make the progress they are capable of.

They also miss out on opportunities to learn the school's new routines and expectations. The school is working closely with parents and external agencies to improve attendance. This work is starting to have a positive impact.

The school provides an appropriate programme of personal, social, health and economic education. This includes the delivery of effective careers education. Pupils typically gain a lot from this.

However, wider opportunities for character development are more limited. Extra-curricular activities are not as popular as leaders would like. This is because pupils do not always know these activities are available.

The role of pupil voice is emerging but is not yet established. Most pupils are respectful towards one another and adults. However, some pupils do not always understand appropriate social boundaries.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The number of pupils currently being suspended is high. As a result, these pupils miss out not only on opportunities to learn but also the structure provided by the school.

The school must ensure that new rules being implemented to reduce unwanted behaviours are implemented robustly and consistently by all staff. ? Pupils do not attend school as often as they should. This has an impact on their ability to keep up with their peers.

When they return to school, these pupils do not always catch up with their learning. This leaves gaps in their work and knowledge. The school's systems and structures for improving attendance must be sufficiently rigorous to improve attendance rapidly.

• The curriculum in some subject areas is not yet fully established. As a result, it does not yet enable pupils to complete work of a consistently high quality as they do not always have an appropriate level of understanding to do so. The school's ongoing curriculum implementation must ensure that pupils acquire the knowledge and skills they need to make sufficient progress towards their next steps.