‘Vibrant’ Norfolk school in wonderful woodland setting praised for rich curriculum
- Credit: Archant
A north Norfolk primary school which was rated in the top one per cent nationally for reading and writing in 2016 has retained its good rating from Ofsted.
Aldborough Primary School was praised for its standards of teaching and the rich curriculum it encouraged, at its latest inspection.
The inspectors' report found the school 'continues to be good' and praised the changes that had been made to maintain and improve its high standards.
It was the first short inspection carried out at the school since it was judged to be good in June 2015.
Ofsted described the school as 'vibrant' with a 'strong nurturing and caring culture' and 'inquisitive learners'.
One parent had commented: 'This is a school where my child can thrive and do well.'
Ofsted noted what it called the school's 'wonderful woodland setting' and said it was 'determined to make the most of the opportunities this opens up for pupils'.
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The inspector also praised the classrooms' 'purposeful atmosphere' and reading standards.
Reading has been a strength of the school for some time.
In 2016 it received a letter from the then Minister of State for School Standards, Nick Gibb MP, congratulating staff and pupils on their standard of reading, which put them in the top one per cent of schools nationally.
Headteacher Alison Read said: 'Obviously we are delighted by the great things Ofsted has to say about our school.
'We are working to implement the report's recommendations, enhancing the learning opportunities already provided by our talented team.
'The success of a school like Aldborough is all about community and team spirit. I'm so delighted that the Ofsted report highlights the hard work of pupils and staff and the fantastic support we receive from parents, governors, and the wider community.'
In order to improve, the report recommended that leaders and those responsible for governance at the school should ensure that? there were appropriate challenges, particularly for the most able pupils, in subjects other than English and maths. And it suggested that chosen strategies to improve challenges for the most able pupils in maths were fully developed, so that more pupils could make stronger progress.