Victoria Primary Academy

What Ofsted said

From the inspection on 27 September 2022

Pupils at Victoria Primary Academy are proud of their school. They recognise that their school has gone through a period of change and they can explain how this has made school better for them. Leaders are committed to developing strong relationships with the wider school community. They understand that parents and families would like to get to know them better. Senior leaders and teachers are available, and easily identifiable in named jackets, at the start and end of the school day. Leaders have clear expectations for what all pupils can and should achieve. Pupils, including children in the early years, understand these expectations and they work hard to achieve them. Pupils are respectful of each other and of the adults in the school. The positive expectations of pupils' behaviour are understood by all. Both pupils and staff recognise how these have changed and improved. Movement around the school is calm and orderly. There is little disruption in lessons. Bullying is rare, and staff are quick to deal with any incidents. Leaders acknowledge that they need to widen the experiences and opportunities offered to pupils. They have organised various learning experiences that pupils can access throughout the school year. There is also a wide range of after-school activities that pupils are encouraged to attend. These include coding, construction, cross country, biking, dance and many more.

What the school should improve

• Some of the books that pupils use to practise reading are not well matched to their phonics knowledge. This is hindering some pupils from learning to read with fluency. Pupils' reading books should connect closely to the phonics sounds that each pupil is able to read with accuracy. This will allow them to practise their reading and develop fluency.
• In the wider curriculum, teachers do not routinely check what pupils know and remember. This means that they may not identify gaps in knowledge or misconceptions in pupils' learning. This limits how well pupils are able to build on what they already know. Leaders must ensure that purposeful assessment is used to support pupils to embed and use knowledge with confidence.

Read the full Ofsted report (opens in a new tab)