Flitcham Church of England Primary Academy

About Flitcham Church of England Primary Academy Browse Features

Flitcham Church of England Primary Academy


Name Flitcham Church of England Primary Academy
Ofsted Inspection Rating Good
Inspection Date 20 April 2017
Address Church Road, Flitcham, King’s Lynn, Norfolk, PE31 6BU
Phone Number 01485600383
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 67 (39% boys 61% girls)
Number of Pupils per Teacher 17.8
Academy Sponsor The Diocese Of Norwich Education And Academies Trust
Local Authority Norfolk
Percentage Free School Meals 6.8%
Percentage English is Not First Language 11.9%
Persisitent Absence 5.1%
Pupils with SEN Support 10.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Flitcham Primary Academy is a much smaller than average primary school. Pupils are taught in mixed-age classes. A significant number of pupils join and leave the school outside normal times. The school converted to an academy in July 2014. The sponsor is the Diocese of Norwich Educations and Academies Trust (DNEAT). Since the school became an academy, there has been a leadership change. In September 2016, the executive headteacher joined the school and a partnership was formed with Sandringham and West Newton Primary School, which is a maintained school. The proportion of children who have special educational needs and/or disabilities is above the national average. The proportion of disadvantaged pupils is below the national average. Due to the small numbers, the Department for Education data information is suppressed for groups. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a good school Since the inspection of the predecessor school, leaders acknowledge that the quality of education declined. Now the school is rapidly improving and is good. School leaders and governors have an accurate understanding of the school’s strengths and weaknesses. They have a strong capacity for further improvement. Leadership of pupils who have special educational needs and/or disabilities is strong. Pupils in need of additional support achieve well both personally and academically. New subject leaders contribute well to school improvement. However, it is too early to assess the impact of their work on accelerating pupils’ progress across the curriculum. Pupils’ spiritual, moral, social and cultural development is provided for very well. Pupils are tolerant and respectful of each other and adults. Pupils are proud of their school and behave well. Pupils learn in a happy, caring and purposeful environment. Parents are highly supportive of the work of the school. The teaching of reading is strong. Pupils achieve well in acquiring the skills of reading and develop an enjoyment and mature understanding of texts. Children start well in the Reception Year. They are provided with interesting and creative learning activities. Children make good progress from their individual starting points. Pupils are safe and well cared for. Leaders make sure that there are effective child protection arrangements in place. Most-able pupils are not sufficiently well challenged in mathematics. Consequently, fewer reach the higher standard by the end of key stage 2. Teachers do not provide enough regular opportunities for pupils to edit and redraft their writing so that they can make even faster progress. This is particularly the case in lower key stage 2. The quality of pupils’ handwriting and presentation varies. Adults do not reinforce good habits regularly enough for younger pupils.