Diss Church of England Junior Academy

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Diss Church of England Junior Academy


Name Diss Church of England Junior Academy
Ofsted Inspection Rating Inadequate
Inspection Date 08 March 2017
Address The Entry, Diss, IP22 4NT
Phone Number 01379642675
Type Primary
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 208 (50% boys 50% girls)
Number of Pupils per Teacher 18.7
Academy Sponsor The Diocese Of Norwich Education And Academies Trust
Local Authority Norfolk
Percentage Free School Meals 21.6%
Percentage English is Not First Language 27.9%
Persisitent Absence 11.4%
Pupils with SEN Support 21.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets the Department for Education’s definition of a coasting school, based on key stage 2 academic performance results in 2014, 2015 and 2016. The school is in a federation with Diss Infant and Nursery School and Diss Children’s Centre under an executive headteacher. The federation has a shared governing body. The proportion of pupils known to be eligible for free school meals is above the national average. The proportion of pupils from minority ethnic groups is below the national average. The proportion of pupils who receive support for special educational needs and/or disabilities is well above the national average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is slightly higher than the national average. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is an inadequate school Since the previous two inspections in which the school was judged to require improvement, leaders, including governors, have not addressed variations in the quality of teaching and learning quickly enough. Too much remains less than good. Governors do not challenge leaders about the school’s work effectively. As a result, leaders are not being held sufficiently to account to improve pupils’ achievement and raise standards in the school. Leaders’ self-evaluation does not accurately reflect the quality of teaching, learning and assessment, or pupils’ outcomes, at the school. Consequently, they are not identifying weaknesses quickly enough. Curriculum subject leaders do not have an accurate understanding of the quality of learning or of the progress pupils make in their areas of responsibility. Leaders, including governors, cannot account for the impact of the pupil premium grant in improving the achievement of disadvantaged pupils. The 2016 key stage 2 published information shows that too many pupils did not make good progress in reading, writing and mathematics from their starting points. Current school information demonstrates that, although improved, pupils’ outcomes remain inconsistent in reading, writing and mathematics. Teachers’ expectations of the quality of pupils’ work, including their presentation and handwriting, are inconsistent and often too low. Teaching does not consistently meet the needs of different groups of pupils; as a result, some work is too easy for pupils. The school has the following strengths Leaders ensure that the school provides a broad and balanced curriculum which is supplemented by visits and visitors, and the provision of a wide range of extra-curricular clubs. Leaders care about pupils, and their work to improve behaviour has secured improved conduct both in lessons and around school. Pupils are safe and know how to keep themselves healthy and safe, including when online. Relationships between adults and pupils are good. Consequently, pupils feel safe and enjoy school. The school’s support for vulnerable families has resulted in improved pupil attendance rates.