| Name | Swaffham CofE Primary Academy |
| Website | http://www.swaffhamprimary.dneat.org |
| Ofsted Inspection Rating | Good |
| Inspection Date | 06 March 2018 |
| Address | Brandon Road, Swaffham, PE37 7EA |
| Phone Number | 01760721831 |
| Type | Academy |
| Age Range | 4-11 |
| Religious Character | Church of England |
| Gender | Mixed |
| Number of Pupils | 233 (46% boys 54% girls) |
| Number of Pupils per Teacher | 20.3 |
| Academy Sponsor | The Diocese Of Norwich Education And Academies Trust |
| Local Authority | Norfolk |
| Percentage Free School Meals | 30% |
| Percentage English is Not First Language | 9.2% |
| Persisitent Absence | 14.2% |
| Pupils with SEN Support | 15.5% |
| Catchment Area Information Available | Yes, our catchment area data is FREE |
| Last Distance Offered Information Available | No |
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Highlights from Latest Inspection:
Information about this school Swaffham CE Junior Academy converted to become an academy school on 1 March 2015. The school is part of the Diocese of Norwich Education and Academies Trust (DNEAT). This is a below average-sized primary school. The proportions of pupils who speak English as an additional language, or who are of minority ethnic heritage, is below the national average. The proportion of disadvantaged pupils for whom the school receives additional funding through the pupil premium is above the national average. The proportions of pupils who have SEN and/or disabilities is above the national average. The school meets the current government floor standards. Summary of key findings for parents and pupils This is a good school The multi-academy trust and local governing body have provided good support. They have collaboratively worked with school leaders to raise standards and improve outcomes for pupils. The headteacher’s commitment and determination have secured improvements over time. Ably supported by her leadership team, she has ensured that there has been a relentless drive towards school improvement. Systems for tracking and assessing pupil progress are robust. Leaders use this information well to identify priorities to improve pupil achievement. Leaders promote pupils’ spiritual, moral, social and cultural development well. The school’s core values, respect, challenge and teamwork are known well by pupils and are inherent within teaching and learning across the school. Support for pupils’ well-being is a strength of the school. The nurturing environment and the precise support for pupils and families ensures that the most vulnerable pupils receive the support they need and are consequently prepared for their learning. The quality of teaching and learning and assessment is good across the school. Teachers’ subject knowledge is strong. As a result, most pupils make good progress and are better prepared for their next stage in education. Disadvantaged pupils receive effective support and are currently making progress broadly in line with other pupils nationally. Although attendance for current pupils is in line with the national average, 2017 information shows that persistent absence for a very few pupils is high. Teachers do not yet provide enough opportunities to ensure that all pupils, particularly the most able, are challenged sufficiently. Therefore, not enough pupils reach the higher standards in reading, writing and mathematics. Although progress in reading and writing is improving, teaching and learning is not always precise enough to support pupils to improve their vocabulary and language skills sufficiently to secure attainment in line with national average. |
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