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West Norfolk village school ‘improving, but more still to do'

A West Norfolk village primary school is improving, but further progress is still needed, education inspectors have said.

Officials have welcomed the new verdict on the Middleton Church of England Primary Academy, which was deemed to be inadequate by Ofsted in January last year.

A new assessment, which was published this week, said significant progress had been made to address the school’s problems.

Although the school is still rated as requiring improvement, it is no longer in special measures.

Middleton primary school. (4317723)
Middleton primary school. (4317723)

And Mary Jane Edwards, chief executive of the school’s sponsor, the Diocese of Norwich Academy Trust, said: “We are delighted that the hard work and commitment has been recognised in this report.

“Inspectors saw clearly the many improvements that have been made for children at the school.”

The latest report was compiled following a two-day visit to the school in July.

It rated the school as good for its leadership and early years services, and requires improvement for the other three assessment criteria.

It said: “New leadership, supported well by trustees, is effective. Leaders have successfully eradicated inadequate teaching by checking the quality of teaching and holding staff to account for pupils’ achievement.

“Leaders have created a coherent staff teamwho work well together and are ambitious for the school’s further improvement.”

The inspectors highlighted changes to the curriculum, which ensured pupils were taught all subjects, and said early years provision had “improved significantly.”

“Strong progress” in reading, writing and maths was also recorded.

But the document called for more work to be done to improve teaching and results for pupils.

The inspectors said too many pupils were still not reaching required standards by the time they leave.

They added: “Teaching is not consistently good. In some classes and subjects the needs of pupils of different abilities, especially the most able pupils, are not met.

“The high expectations of some teachers in English and mathematics are not consistent for all teachers and subjects.”

The report also said a “small minority” of pupils were still disrupting learning, despite significant improvements in behaviour.

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