Worfield Endowed CofE Primary School

Inspection of a good school: Worfield Endowed CofE Primary School Main Street, Worfield, Bridgnorth, Shropshire WV15 5LF

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Outcome

Worfield Endowed CofE Primary School continues to be a good school.

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What is it like to attend this school?

Pupils attend this warm and welcoming school eagerly. The values of respect, love, perseverance and friendship are evident in all aspects of school life. Staff model these values very well and pupils are quick to follow their lead. Pupils are polite and well mannered. Strong relationships, underpinned by staff who care for all who attend, help pupils feel safe in school.

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What is it like to attend this school?

The school wants all pupils to do as well as possible, including those with special educational needs and/or disabilities (SEND). These high ambitions are realised particularly well in the core subjects. Pupils who find accessing the curriculum more difficult get kind, caring and effective support to help them emotionally and with their education when it is needed.

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What is it like to attend this school?

Pupils behave well. The pastoral team take their responsibilities seriously in supporting any pupil who finds this more difficult. It is a high priority. This effective team approach helps to ensure that incidents of serious behaviour are rare.

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What is it like to attend this school?

Pupils understand the importance of being active and responsible citizens in their community. For example, they are currently working on initiatives to make the roads around the school safer by communicating why it is important, both to parents of pupils in school and local councillors.

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

Pupils achieve well by the end of key stage 2 in reading, writing and mathematics. This means they are well prepared for their next stage of education. Reading is at the heart of the curriculum. A recently introduced phonics scheme is helping younger pupils grasp the skills of early reading effectively. A small number of pupils need extra support sessions to keep up with their peers. These sessions, alongside books that match pupils’ phonic ability, lead to many pupils achieving well and being able to read with increased accuracy and fluency. The mathematics curriculum is also effective in securing positive outcomes 16 and 17 April 2024

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for pupils. They are provided with a variety of ways in which to recall prior learning and they can do this well.

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However, some other areas of the curriculum are not yet as well embedded as the core subjects. Some plans are new which means pupils still have gaps in their learning. On occasion, misconceptions pupils have are not responded to swiftly enough. This can be in oral responses given in lessons or in the work they produce. This means that misunderstandings are not always addressed. The school recognises that the way pupils present their work needs improvement. They do not routinely develop proper letter formation when they start to write. This continues as they move through the school.

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The school expects pupils to behave well, and they do. Playtimes are calm and safe. Pupils enjoy suggesting equipment they would like to have available to enhance their playtimes and the school responds to these requests. Older pupils support the younger pupils on the playground and in the dining room sensibly. They welcome this responsibility, and the younger pupils benefit from being guided and supported by their older peers. Pupils engage well with their learning most of the time. It is most effective when lesson activities are appropriate for all learners.

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The school understands the needs of pupils with SEND well. They are experts in identifying any barriers to learning pupils might have. Staff are supported to ensure each classroom environment enables the pupils to learn alongside their classmates. This is effective.

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The school provides opportunities for pupils to develop leadership roles and responsibilities, such as school councillors, the worship crew and playground helpers. They make purposeful links with others in the wider community, including strong links with the local church. They also have the opportunity to visit other places of worship to help deepen their understanding of the world beyond their local, semi-rural community. Pupils help support charities that are close to their hearts. They enjoy thinking of ways to help others. This is part of their distinct Christian ethos that encourages the children to ‘grow in grace’.

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The federation executive leaders work very closely with staff in school to ensure that a committed and dedicated team works in the best interest of all pupils. Staff appreciate the care and support shown to them, particularly in times of need. This is a praiseworthy aspect of the school. They are ably supported by skilful governors. They fulfil their responsibilities highly effectively and have a clear understanding of what the school needs to do to continually improve the offer already available.

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Safeguarding

The arrangements for safeguarding are effective.

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 Pupils’ mistakes or misconceptions are not consistently corrected or are not corrected promptly. As a result, pupils repeat the same mistakes or are not being helped to work at the standard the school expects for their age. The school needs to make sure that all teachers identify and address errors and misconceptions promptly so that pupils’ progress is maximised.  The school does not place a high enough priority on how work is presented in books. This affects the quality of work that pupils produce. The school should ensure there is a consistent and ambitious expectation of how pupils present their work, using neat and legible handwriting.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good in March 2014.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 16 and 17 April 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Claire Gaskin (Executive Headteacher)

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School details

Date of previous inspection 26 June 2018, under section 8 of the Education Act 2005

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Information about this school

 This is a smaller-than-average primary school.  The school does not make use of any alternative provision.  The school has a breakfast club and an after-school wraparound care club.  The school is within the Diocese of Hereford. Its most recent section 48 inspection took place in February 2024.  The school is part of a federation of schools. This is called The Trinity Federation.

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Information about this inspection

The inspector carried out this ungraded inspection under section 8 of the Education Act 2005.  Inspections are a point-in-time judgement about the quality of a school’s education provision.  The inspector discussed any continued impact of the pandemic with the school and has taken that into account in their evaluation of the school. 16 and 17 April 2024

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 The inspector held meetings with the federation executive leaders, head of school and subject leaders.  The inspector carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector also looked at samples of pupils’ work in a range of subjects, including English, history, geography, art and design and French.  The inspector spoke with three governors, including the chair of governors.  The inspector spoke on the telephone with a representative from the local authority and the diocese.  The inspector listened to a sample of pupils read to a familiar adult.  The inspector observed pupils’ behaviour in lessons at different times of the day and at breaktimes and lunchtimes. They spoke formally with groups of pupils, as well as

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talking to pupils in lessons and around school.  To evaluate the effectiveness of safeguarding, the lead inspector reviewed the single central record, took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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 The lead inspector reviewed a wide range of documents, including the school’s self- evaluation and improvement plans and information on the school’s website.  The inspector talked informally with pupils and staff to gather general information about school life. In addition, they took account of the responses to Ofsted’s surveys of staff’s and parents’ views.

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Inspection team

Keri Baylis, lead inspector His Majesty’s Inspector 16 and 17 April 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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