Wroughton Infant Academy

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About Wroughton Infant Academy

Name Wroughton Infant Academy
Website https://www.wroughtonacademies.org.uk/
Ofsted Inspections
Executive Headteacher Ms Laura O'Shaughnessy
Address Beccles Road, Gorleston, Great Yarmouth, NR31 8AH
Phone Number 01493806780
Phase Academy
Type Academy converter
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 214
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and well cared for, and feel safe at school.

They have positive attitudes about school, in and out of lessons. Teachers have developed a curriculum that interests pupils, making them think. Pupils enjoy learning.

They do their best in lessons and take pride in their books, which are usually neat and tidy.

Staff expect pupils to behave well. Pupils follow the school's rules.

They know the difference between right and wrong and show respect for the views of others. They have good relationships with one another and play well together. Bullying is rare.

Pupils know staff will quickly resolve bullying, if it occurs.

Pupi...ls enjoy the many activities the school offers, such as the night owls club, breakfast club and sports clubs. Pupils enjoy working together and the activities enable pupils to build their confidence.

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

Pupils achieve well. Leaders set high expectations for learning and behaviour. They support the families of disadvantaged pupils effectively to ensure that the pupils benefit from all the school offers.

Leaders have the best interests of teachers at heart and gives them the time to do their jobs well. Trustees and governors work closely with leaders in providing effective support for the school. For example, they regularly visit the school to secure their own view about the quality of teaching and learning.

This helps to sustain and improve the good quality of education the school provides.

Reading is given a high priority. Pupils have a good start in learning to read and develop a love of reading.

Leaders make sure phonics is taught well. Teachers provide pupils with books at an appropriate level and carefully check how well pupils are practising their letter sounds. Teachers help pupils when they have difficulty.

As a result, all pupils, including those with special educational needs and/or disabilities (SEND), progress well in reading.

Leaders have introduced a new scheme in mathematics which is improving pupils' ability to calculate. Teachers make sure the work pupils do builds on what pupils have learned before.

For example, we saw pupils in Year 2 using the knowledge they have secured in the past to check their current work is accurate.

Leaders make sure pupils are well educated across the curriculum. There is still work to do in some subjects, such as art and geography.

In art, for example, leaders have identified what pupils should learn by the end of Year 2 and are now focusing on adding more detail to what pupils should learn by the end of Year 1. In geography, leaders make sure teachers plan learning so that it builds on pupils' prior knowledge. As a result, pupils' understanding grows, but some pupils do not remember enough about what they have previously been taught.

Leaders are addressing gaps in pupils' knowledge so that pupils have a strong understanding of what they have been taught in the past.

Pupils are well behaved in lessons and around the school. They attend well and on time.

Pupils grow in confidence as they learn to share and take turns. They are taught about honesty and respect for others. They experience a sense of wonder in subjects such as art and when they go on school visits.

Pupils learn to help other people by raising money for charities, and taking care of their surroundings.

Staff meet the needs of pupils with SEND well. Specialist professionals for autism provide effective support.

Teaching assistants play an important part in pupils' learning. Leaders have recently developed action plans for individual pupils with SEND. However, parents are not sufficiently involved in the planning process.

Children quickly settle into the early years and enjoy their learning activities. Staff focus on developing children's language skills, especially in speaking and listening, and their early reading skills. Staff teach phonics well.

Children enjoy listening to stories and have a love of books. They are challenged to try new things, such as exploring the textures of seashells during a visit to the beach.

Children in the early years are well behaved.

They learn to take care of themselves and play happily together. Staff work closely with parents to ensure that children achieve well. As a result, children are prepared well for transfer to Year 1.


The arrangements for safeguarding are effective.

Leaders make sure that all staff are trained in safeguarding children and that they receive regular updates. Leaders record all the required checks they have made on staff before staff are appointed to the school.

The checks are in line with legislation and are fit for purpose.

Staff know their pupils well. They work effectively to support pupils' emotional well-being.

Staff know how to make a referral and act quickly if there are any concerns about pupils' welfare. Leaders work successfully with other agencies.

Pupils learn how to stay safe.

They learn about handling equipment safely and moving safely around school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Some aspects of the curriculum, such as art and geography, are not as well planned as others. Leaders need to ensure that all aspects of the curriculum are well planned so that pupils develop a secure understanding of all the subjects they study.

. Parents are not sufficiently involved in the planning of provision for pupils with SEND. Leaders need to make sure that parents and professionals work together to ensure that pupils' needs are fully understood and planned for.

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