|Name||St Nicholas’ CofE Middle School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 June 2016|
|Address||Main Street, Pinvin, Pershore, Worcestershire, WR10 2ER|
|Religious Character||Church of England|
|Number of Pupils||299 (51% boys 49% girls)|
|Number of Pupils per Teacher||17.1|
|Academy Sponsor||The Diocese Of Worcester Multi Academy Trust|
|Percentage Free School Meals||8.4%|
|Percentage English is Not First Language||0.3%|
Information about this school
This middle school is larger than the average-sized primary school. The proportion of pupils supported by pupil premium funding (additional funding for pupils known to be eligible for free school meals and children looked after) is lower the national average. The proportion of pupils who have special educational needs or disability is above the national average. Most pupils are of White British heritage although a small but increasing proportion are from minority ethnic groups. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6. The school joined with Pinvin CofE First School in September 2014 to form the Pinvin Federation. At the same time the executive headteacher took up his post. The school meets requirements on the publication of specific information on its website.
Summary of key findings for parents and pupils
This is a good school Pupils make good progress in their learning in reading, writing and mathematics from their individual starting points. Since the previous inspection, pupils’ learning has improved strongly because of greatly improved teaching and assessment. Disadvantaged pupils achieve well because leaders use pupil premium effectively to support their learning. The improved teaching and pupils’ outcomes have been securely driven by highly focused leaders and determined governors. Leaders have successfully tackled previously weak teaching which hampered pupils’ learning historically. The coaching of less experienced teachers by more experienced colleagues is successfully improving teaching throughout school. The inspirational headteacher, staff and fully committed governors are a strong team. Their effective leadership ensures that the school continues to improve. A culture of high expectation has been successfully established in school, helping all pupils to thrive in their learning. Governors relentlessly ask highly challenging questions of the executive headteacher and school staff, holding them robustly to account for pupils’ progress and achievement. Pupils are well cared for by dedicated and diligent staff. Staff effectively promote good achievement through their caring and nurturing approach. Pupils are well cared for and feel safe in school. Behaviour is good and pupils enjoy coming to school. It is not yet an outstanding school because : There remain a few minor variations in the gains pupils make in their learning in reading, writing and mathematics. A minority of teachers do not have high enough expectations of presentation of pupils’ work and what they can achieve. Homework does not support effective learning well enough. A few teachers do not consistently apply the school’s marking policy. This slows down pupils’ learning slightly. Subject leaders, other than English, mathematics and science, are not yet having as much impact as they could on improving teaching, learning and assessment.