Other · Ofsted report
Setting
Summary
What we read, and from where
Click a reading to see it highlighted in the report.
- Inspectorssingle source
David Rzeznik
- Postcode verified
WR10 2QB
Deep dive
What this report says
In plain English
Join free to get a short, plain-English summary of any report.
Tone of the report
How positive or critical the inspectors' language is, from the words they chose. No AI involved.
Reads more critically than most reports of this type.
How the report reads, start to finish
Every paragraph in order, sized by length. Tap one to see it on the page.
Strengths
Quoted from the report. Tap to see it on the page.
No standout praise found.
Concerns
Quoted from the report. Tap to see it on the page.
- There have been no staff or other significant changes since the section 5 inspection which judged the school to have serious weaknesses. p.1
- The school improvement plan appropriately focuses on the two main weaknesses, and senior leaders and governors have begun to take suitable action to improve teaching and its impact and leadership and management. p.2
Next steps
Quoted from the report. Tap to see it on the page.
What the report dwells on
Topics by how often they come up, coloured by how they are described. Open one for an example.
Anatomy of the report
How the report is built, against others of the same type and grade.
- Pages
- 3
- Words of findings
- 562
- shorter than usual (typical 1049)
- Reading level
- Hard
- Flesch 45, typical 45
- Average sentence
- 19 words
- Next steps
- 2
- typical 5
- Hedged sentences
- 14%
- “some”, “not always”, “most”…
Where the words go
Full report text
Miss Julie Wilson Fladbury CofE First School Church Street Fladbury Pershore WR10 2QB
p.1
School
Following my visit to your school on 22 April 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the outcome and inspection findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions which have been taken since the school’s most recent section 5 inspection.
p.1
School
The inspection was the first monitoring inspection since the school was judged to have serious weaknesses in January 2013. It was carried out under section 8 of the Education Act 2005.
p.1
Evidence
During this inspection, meetings were held with the headteacher, Chair of the Governing Body and the school’s improvement adviser. The local authority’s statement of action and the school’s improvement plan were evaluated.
p.1
Context
There have been no staff or other significant changes since the section 5 inspection which judged the school to have serious weaknesses. Serco Inspections 20 Colmore Circus Queensway Birmingham B4 6AT T 0300 123 1231 Text Phone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T: 0121 679 9163 Direct email :lewis.mackie1@serco.com
p.1
The quality of leadership and management at the school
The local authority statement of action clearly identifies the support to be provided by the local authority. The timescale within which actions are planned and the resources to be allocated are clearly specified. The local authority plans to undertake termly inspections of the school. The first local authority inspection in April 2013 pinpointed what the school was doing well and what must be improved.
p.2
The quality of leadership and management at the school
The school improvement plan appropriately focuses on the two main weaknesses, and senior leaders and governors have begun to take suitable action to improve teaching and its impact and leadership and management. There are some action planning shortcomings which must be rectified. For example, one of the weaknesses identified in the last inspection report, relating to improving marking and pupil target setting, are not mentioned in the improvement plan, although action is being taken to improve marking and target setting procedures. Some initiatives used to bring about improvement are not specified in the plan, and success criteria and financial costings are not always specific enough. The monitoring role of governors is not made sufficient explicit.
p.2
The quality of leadership and management at the school
The governing body has been re-organised and this has improved communication between the headteacher, staff and governors. Governors are now linked to subjects and other areas of the school, resulting in them being more aware of the school’s strengths and weaknesses. They now provide better challenge and support to drive improvement. Governors have received training to ensure that they fulfil their statutory duties and have systems in place to call senior leaders to account for the school’s outcomes. For example, a project board has been set up and its members are appropriately monitoring the progress made in rectifying the areas for improvement identified in January 2013. Suitable arrangements are in place to inform parents and others about the extent of the school’s improvement. All staff and others who come into contact with children have been suitably vetted.
p.2
The quality of leadership and management at the school
The single central record does not contain all of the required information; the date of checks and the person carrying them out are not always specified.
p.2
The quality of leadership and management at the school
Following the monitoring inspection the following judgements were made:
p.2
The quality of leadership and management at the school
The school’s improvement plan is fit for purpose.
p.2
The quality of leadership and management at the school
The local authority’s statement of action is fit for purpose. I am copying this letter to the Secretary of State, the Chair of the Governing Body and the Director of Children’s Services for Worcestershire. This letter will be published on the Ofsted website.
p.2
Discuss this inspection
Members compare notes on inspectors and inspections here. Join free to read and post.
Join the discussion