City Academy Norwich

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About City Academy Norwich

Name City Academy Norwich
Ofsted Inspections
Principal Mrs Jo Franklin
Address 299 Bluebell Road, Norwich, NR4 7LP
Phone Number 01603452628
Phase Academy
Type Academy sponsor led
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 699
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

Many pupils are polite and friendly. However, the poor conduct of a significant minority of pupils makes their peers feel uncomfortable.

This is a particular problem during social time and at lesson changeover, when pupils push and shove each other. While some lessons are calm and orderly, many are disrupted by pupils' behaviour. This frustrates pupils because it prevents them from learning.

Most pupils say that bullying is not an issue at the school, and that staff would intervene effectively if it happened. A small minority of younger pupils disagree. They do not always report bullying because they are not confident that staff could help.

The trust and new ...senior leaders have high expectations for all pupils. However, these expectations are not always realised. This is due to variation in the quality of the curriculum, how it is delivered and frequent incidents of poor conduct.

In the most established curriculum areas, pupils benefit from inspirational teachers who ensure that pupils achieve academic success.

Pupils have the opportunity to participate in different clubs. Sports clubs, such as for football, are particularly popular and enjoyed by many pupils.

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

The new trust is rapidly improving the school's curriculum. This has started to have a positive impact. In the areas of the curriculum that are more developed, pupils learn well.

This is because the plans in these subjects are clearly organised and help pupils to know more and achieve more over time. These curriculum areas are well respected by pupils. As a result, the working atmosphere is purposeful, and pupils achieve well.

In other areas of the curriculum, pupils do not achieve as highly. The key stage 3 curriculum is not sufficiently ambitious to help pupils achieve their best. Expectations about what pupils can achieve are too low.

Too often, teachers do not check whether pupils have a secure understanding of what is being taught. Teachers do not address gaps in pupils' knowledge as well as they should. This means that pupils are not prepared well for key stage 4.

Leaders are not supporting pupils who have fallen behind in reading to improve quickly. This includes pupils who struggle to understand key vocabulary and need help to read fluently. Many pupils lack confidence when reading.

This impacts on their progress through the curriculum, where activities to support their education depend on their reading.

Leaders have deployed trust staff to identify accurately the needs of pupils with special educational needs and/or disabilities (SEND). Staff have access to plans that outline how to meet the needs of pupils with SEND.

Some teachers are skilled in meeting individual pupils' needs well. They break down complex ideas carefully and help pupils to understand difficult concepts. However, some teachers do not support pupils with SEND sufficiently well to make good progress.

Staff training is not of a high enough quality to ensure that teachers are able to make appropriate adaptations to teaching.

Teachers are inconsistent in how they use the behaviour policy. Many teachers do not feel supported by leaders in managing behaviour.

As a result, poor behaviour significantly disrupts learning. Too many pupils are regularly removed from lessons due to substantial incidents of poor conduct. The use of offensive language and pushing and play-fighting outside lessons are common.

This leaves some pupils feeling unsafe.

A programme to teach personal, social and health education is in place. Pupils understand how to stay safe and healthy.

Some staff are not well trained to deliver this curriculum. This leads to variation in pupils' understanding of important concepts.

There is a range of clubs on offer that contribute positively to pupils' personal development.

Pupils speak confidently about the quality of the careers information, education, advice and guidance they receive.

The new leadership team has an accurate view of the school's strengths and weaknesses and has made some positive changes. Owing to many recent changes, some staff and parents and carers would appreciate better communication and support from leaders in the school.


The arrangements for safeguarding are effective.

Safeguarding records are well maintained. These records are detailed, and leaders ensure that vulnerable pupils receive the support that they need.

This includes help from external agencies where appropriate. Staff have had effective training and know the signs that indicate pupils may be at risk of harm. They report concerns about pupils appropriately.

Leaders act on these concerns in a timely manner.

Leaders ensure that all adults are checked for their suitability to work with children.Trust staff ensure that leaders and other staff carry out safeguarding duties effectively.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A significant minority of pupils display poor behaviour in lessons and at social times. This has a negative impact on pupils' learning and sense of well-being.Leaders need to establish a behaviour system that ensures that pupils behave well and do not negatively affect the experiences of others.

• Some younger pupils do not feel confident in reporting behaviours that make them feel unsafe or unhappy. This means that these behaviours go unchecked. Leaders need to ensure that all pupils feel confident and know how to share their worries.

• Teachers do not check well enough whether pupils know and remember the taught curriculum. Some pupils fall behind, and teachers do not help them catch up. Leaders need to ensure that an effective assessment system is established and used across all subjects to ensure that pupils learn what leaders intend.

• Teachers do not all have secure expertise to adapt learning to meet the specific needs of pupils, including those pupils with SEND. This means that too many pupils do not achieve well. Leaders should ensure that all staff provide the support that pupils need in order to succeed.

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