Perry Wood Primary and Nursery School

Inspection of a good school: Perry Wood Primary and Nursery School St Albans Close, Worcester, Worcestershire WR5 1PP

p.1

Outcome

There has been no change to this school’s overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

p.1

Outcome

The headteacher of this school is Suzanne Beston. This school is part of Griffin Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Anne Powell, and overseen by a board of trustees, chaired by Michael McCreedy. There is also an executive headteacher Lisa Guest, who is responsible for this school.

p.1

What is it like to attend this school?

By the time pupils leave the Perry Wood Primary School, they achieve exceptionally well. They acquire a passion for reading and mathematics. There is a learning buzz in classrooms. Pupils persevere on the challenging tasks teachers set for them. They ‘think very hard’ and are not frightened to ‘have a go.’ Every day pupils live the school ethos ‘roots to grow, wings to fly.’

p.1

What is it like to attend this school?

Pupils talk excitedly about the exceptional wider development offer. The Perry Wood University, school passport and vast range of clubs and trips provide a rich range of opportunities to widen pupils’ horizons. This helps them to acquire new talents and interests such as coding, engineering, tennis, quidditch and sports science. Enrichment experiences ranging from watching a play to voting in a school election are carefully planned. The opportunity to graduate at a local university inspires pupils to think about their futures.

p.1

What is it like to attend this school?

The school sets high expectations for all pupils’ behaviour. Pupils show high levels of respect for others. They behave consistently well demonstrating high levels of self-control. Emotional well-being is prioritised so that pupils are ready to learn. If pupils struggle to behave well the school takes highly effective action to support them to be successful in school. The school does all it can to ensure pupils attend school regularly. As a result, more pupils are in school learning every day. 14–15 May 2024

p.1

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

The school has adopted a curriculum that is ambitious for all pupils. The curriculum is meticulously planned and sequenced so that pupils build the knowledge and skills needed for future success. The school makes sure teachers have the knowledge they need to teach the curriculum very effectively. Teachers present learning in exciting and creative ways. This motivates and engages pupils and instils a ‘can do’ approach. Rigorous checks on learning in lessons and overtime means that any misconceptions or gaps in learning are swiftly addressed. Pupils know what to improve and how to improve it. Pupils learn that it is ‘ok to make mistakes, teachers help us to get it right.’ They take great care in how they present their work and complete the purposeful activities teachers set. Opportunities to work with new technology in school, local businesses and educational institutions, help pupils to further develop scientific, mathematical and engineering skills.

p.2

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

Trips, visits and visitors to school help to further deepen learning of the curriculum. This means that pupils learn and remember more of the curriculum over time.

p.2

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

The reading curriculum is exciting and engaging for pupils. Opportunities such as the annual reading festival, outdoor reading villages, well stocked school libraries and author visits help pupils to develop a passion for reading. Daily phonics sessions and regular opportunities to read in school means that pupils acquire the early reading skills needed to be successful readers. They practice these skills when reading books that match the sounds they learn. Pupils who, for various reasons, are behind in their reading get effective support to catch up. All pupils progress well in reading from their starting points. By the time they leave school pupils achieve exceptionally well.

p.2

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

Children in the early years get off to a great start. The curriculum is carefully tailored to meet their differing needs and starting points. Children know the routines of the school day and what is expected of them. They listen attentively, take turns and share, for example, when working together to find out different ways of adding numbers to make ten. Children enjoy singing songs and rhymes. They learn to read and write simple words and sentences. Parents are very positive about how well children settle to school life. They value the workshops which help them to understand how to support their child’s learning at home.

p.2

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

The schools social, moral, spiritual and cultural offer is of high quality. Pupils learn about different religions including Judaism, Buddhism and Hinduism. They know that the festival of Eid follows Ramadan for Muslims. All this builds tolerance and respect. Visits from the local mayor and a member of parliament help pupils to understand democracy. Pupils learn that they have a voice and they share their views through their pupil ambassador roles. Their views are listened to and considered. All this means that pupils are exceptionally well-prepared for life in modern Britain.

p.2

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

Leaders rigorously reflect and evaluate how well the school is performing. They identify the right priorities for improvement. The trust provides highly effective challenge and support. Staff say that leaders are listening and supportive of their well-being. They regularly engage staff in discussions about how to reduce workload and help them to manage their time better. 14–15 May 2024

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Background

When we have judged 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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good on 12 and 13 February 2019.

p.3

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.

p.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

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). 14–15 May 2024

p.3

School details

Dates of previous inspection 12 and 13 February 2019, under section 5 of the Education Act 2005

p.4

Information about this school

 The school uses one registered alternative provider.  The school provides before and after school provision for its pupils.

p.4

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.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspector carried out deep dives in these subjects: early reading, history and mathematics. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of sessions, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 14–15 May 2024

p.4

5

 The inspector observed pupils reading to a familiar adult and reviewed reading resources.  The inspector reviewed a range of documentation on the school’s website, including the school curriculum.  To evaluate the effectiveness of safeguarding, the 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.  The inspector observed pupils in lessons and at other times during the day.  The inspector held meetings with the headteacher, the deputy headteachers, the assistant headteacher, the special educational needs coordinator, the designated safeguarding leader, curriculum leaders and members of the trust board.  The inspector took account of responses to Ofsted Parent View and staff surveys.

p.5

Inspection team

Lorraine Lord, lead inspector Ofsted Inspector 14–15 May 2024

p.5

6

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.

p.6

6

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

6

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

6

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

6

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6