|Name||Malvern Wells CofE Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 July 2019|
|Address||263 Wells Road, Malvern Wells, Worcestershire, WR14 4HF|
|Religious Character||Church of England|
|Number of Pupils||100 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.4|
|Percentage Free School Meals||4%|
|Percentage English is Not First Language||6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is smaller than the average-sized primary school. There are four mixed-age group classes. Almost all of the pupils are from White British backgrounds and speak English as their first language. The proportion of disadvantaged pupils who are supported by the pupil premium funding is lower than the national average. The proportion of pupils with SEND is lower than the national average. Numbers of these pupils can vary because of the small cohorts of pupils. There are no pupils with an education, health and care plan in place. The local authority and the diocese support the school through reviews and recommendations. Two new assistant headteachers were appointed in September 2018. Since the previous section 5 inspection in February 2014, the governing body has appointed a new chair and vice-chair of governors. Three new governors have joined the governing body. This is a Church of England school. The last inspection of the denominational education given to pupils and the content of the school’s collective worship, under section 48 of the Education Act 2005, was conducted on 13 October 2014.
Summary of key findings for parents and pupils
This is a school that requires improvement There are weaknesses in the way that school improvement systems are led and managed. As a result, some ongoing areas for improvement have not been effectively addressed. Systems for checking the quality of teaching and learning are not always timely and effective. Too few pupils make strong progress in writing across Years 1 to 6. Pupils’ progress in writing across key stage 2 has been well below the national average for the last two years. Consistency in the quality and approach to the teaching of writing is not secure across the school. Leadership of the provision for pupils with special educational needs and/or disabilities (SEND) is in the early stages of development. The quality of teaching is not consistently good. Teachers do not always provide sufficient challenge to ensure that the most able pupils make strong progress, particularly in mathematics and writing. Pupils do not have enough opportunities to secure and apply their writing skills accurately in English and across other subjects. Effective plans are not in place to ensure that pupils develop secure, subject-specific knowledge, understanding and skills in subjects other than English, mathematics and science. The school has the following strengths The quality of teaching and pupils’ progress in mathematics are improving at a good pace across the school. An increasing proportion of pupils are working at higher standards in mathematics. Children in early years receive a good start to their education. Careful nurturing, combined with skilful teaching, ensures that children make strong progress. The teaching of early reading is improving. Leaders have recently taken action to make sure that reading books are well matched to children’s phonic skills. This is having a positive impact. Pupils demonstrate a good understanding of other faiths and British values. They are developing a secure grounding for life in modern Britain.