|Name||Malvern Wells CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 February 2014|
|Address||263 Wells Road, Malvern Wells, Worcestershire, WR14 4HF|
|Religious Character||Church of England|
|Number of Pupils||101 (49% boys 51% girls)|
|Number of Pupils per Teacher||14.7|
|Percentage Free School Meals||4%|
|Percentage English is Not First Language||4%|
Information about this school
The school is smaller than the average-sized primary school. Almost all of the pupils are from White British backgrounds. The proportion of pupils supported by the pupil premium (additional funding for certain groups such as pupils known to be eligible for free school meals or looked after by the local authority) is below average. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress and attainment in English and mathematics. During the inspection the headteacher was on long-term sick leave and the school is currently led by the acting headteacher and acting assistant headteacher.
Summary of key findings for parents and pupils
This is a good school. Children get a good start to their education. They make good progress in Reception and are well-prepared for when they join Key Stage 1. Across the school pupils make good progress and acquire good skills in reading, writing and mathematics. Standards at the end of Year 2 and Year 6 are consistently above average. Teaching is good. The development of pupils’ listening and speaking skills is a positive feature of many lessons. Behaviour and pupils’ attitudes to learning are good. Pupils are safe in school. The promotion of pupils’ spiritual, moral, social and cultural development is a strong feature of the school. School leaders and governors are working effectively to improve pupils’ progress and to promote better teaching. It is not yet an outstanding school because : The progress of more-able pupils in mathematics lags behind their progress in English. The spelling and presentation skills of older pupils are not as good as they should be. There are not always enough opportunities for pupils to apply their writing and mathematical skills appropriately in other subjects. Teachers who lead subjects are not yet monitoring and evaluating all aspects of their areas of responsibility rigorously. Leaders do not always identify the precise training needs of each member of staff.