Worcesters Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a respectful and friendly school with community at its heart. The school encourages pupils to respect the cultures and beliefs of others. Pupils' behaviour is exemplary.

Right from Nursery, children are kind and caring. Pupils talk with confidence and clarity about the school's values. These include the importance of honesty and responsibility.

Pupils feel safe and happy in school. One pupil shared the views of many when they said, 'you can make a friend every day here'.

Pupils enjoy coming to school and demonstrate enthusiasm for learning.

They appreciate their teachers who make learning fun. Music provision is of a particularly high quality..., and every pupil learns an instrument. Pupils also enjoy the many musical opportunities they have, such as the orchestra road trips and the lunchtime choir that is led by pupils in Year 5.

Staff recognise and celebrate pupils' hard work and good behaviour. Pupils enjoy collecting 'acorns' which can be spent on rewards in the school shop. Staff develop pupils' understanding of living in the wider world.

For instance, they teach pupils about debt and financial literacy. The school ensures that all pupils learn how to manage their finances through the school bank. Pupils in Year 6 take responsibility for managing the school's shop.

What does the school do well and what does it need to do better?

The school has designed an ambitious curriculum for all pupils, including for pupils with special educational needs and/or disabilities (SEND). Leaders' effective use of professional development, as well as support from the trust, ensures that teachers have strong subject knowledge. Teachers use this knowledge to deliver engaging lessons.

They have a good understanding of how to teach well. Staff model and explain learning effectively to help pupils understand what is being taught.

The curriculum is interesting and well sequenced.

However, in some foundation subjects, the essential knowledge of the curriculum has not been precisely identified. In these subjects, sometimes teachers do not connect pupils' current learning to their previous learning. This means that some pupils struggle to remember the specific knowledge they have been taught.

Leaders have identified this and are working on further developing the curriculum.

The school identifies pupils with SEND effectively. For example, there is a robust screening and monitoring system with parents and carers involved from the very beginning of the early years.

Leaders share important information and clear strategies with teachers. This ensures that appropriate support and intervention, right from the early years, helps pupils with SEND make progress through the curriculum.

The school has prioritised the teaching of early reading.

Leaders have ensured that staff are trained to deliver the school's chosen phonics scheme effectively. As a result, the phonics programme is delivered with precision and consistency. Pupils enjoy learning new sounds to help them to read successfully.

They read books that match their phonics ability. The school provides support for any pupil who is struggling, which helps them to catch up. However, at times this additional support is not precisely monitored to ensure that all pupils catch up quickly enough.

The school encourages a love of reading through activities such as daily reading time and author visits.

Children get off to an exceptionally strong start in the Nursery Year and Reception classes. They learn in an environment that inspires their curiosity.

Adults know them well and provide them with support when needed. The school ensures that the curriculum in early years enables children to develop their independence and resilience. Leaders are ambitious for all learners.

Children in early years are extremely well prepared for the next stages of their education.

Pupils focus on their learning very well. Staff make sure that the school's approach to managing and promoting positive behaviour is consistently followed.

This makes the school a calm and orderly place in which to learn, with a very positive learning atmosphere. Pupils attend school regularly. The school works closely with individual families to promote good attendance.

Parent support advisers work to support a small group of pupils who are persistently absent. This work has helped to improve pupils' attendance.

There is a well-planned personal, social and health education programme.

Pupils learn about relationships and keeping themselves safe. Pupils recognise that everyone is unique and that this is something to be celebrated. Pupils in Year 6 act as responsible role models.

Older pupils become 'playground pals' who help children in the early years to settle into school life quickly.

Governors and trustees provide the school with effective support. They know the school's strengths and areas to develop well.

Staff feel valued and are proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects the essential knowledge that pupils need to learn is not precisely identified.

This means that assessment is not used with precision to check what pupils know and remember. It also means that learning is not always adapted as necessary to build pupils' knowledge over time. The school should ensure that the key subject content which pupils need to know and remember is clearly identified and sequenced across all subjects.