St Egwin's CofE Middle School

Inspection of St Egwin’s CofE Middle School Worcester Road, Evesham, Worcestershire WR11 4JU

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Inspection dates: 15 and 16 October 2024

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 15 and 16 October 2024

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What is it like to attend this school?

The school’s motto ‘love, respect and endeavour’ permeates everything that happens here. This inclusive school has high ambitions for every pupil, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). All adults want pupils to excel. Pupils overcome many barriers to success and achieve well.

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What is it like to attend this school?

Pupils enjoy learning and attending school. They are welcoming, friendly and polite. Respectful relationships between staff and pupils are commonplace. Behaviour is generally strong. The school is a calm and purposeful learning environment. Staff will deal with any worries pupils may have quickly and effectively.

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What is it like to attend this school?

The school provides many opportunities for pupils to broaden their experiences and develop their personal qualities. Pupils are taught about keeping safe and the importance of being kind and tolerant. Pupils are a joy to speak to.

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What is it like to attend this school?

The school’s extra-curricular offer includes a range of sporting and creative clubs. For example, there is a popular choir and productions that many pupils take part in throughout the year. Additionally, many pupils go on trips, residentials and visits. The school provides pupils with effective advice about their next stages of education and possible career paths. As a result, pupils are very well prepared for their next steps.

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

The school has a well-structured and ambitious curriculum in place. All pupils learn across a wide range of subjects. Pupils join the school in Year 6, two terms before sitting their public tests. In the past, some pupils have not achieved well in these tests. By the time pupils leave the school, they catch up and learn the curriculum well.

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

Teachers have strong subject knowledge. They routinely check for any gaps in pupils’ learning and skilfully adapt their teaching to ensure that pupils overcome challenges and achieve well. Carefully chosen resources help pupils to make connections between previous and new learning.

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

Staff spot quickly when any pupil needs extra help. The school ensures that staff receive information and training so that pupils with SEND receive swift and effective support. This includes on how best to support them in lessons. As a result, pupils do well and overcome their learning barriers.

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

The provision for pupils who need help with reading is strong. Adults provide each pupil with the specific help they need to improve their reading accuracy and fluency. Pupils read widely and often across the curriculum. Staff choose books to broaden pupils’ access to high-quality literature. As a result, most pupils enjoy reading and do so at a level appropriate for their age.

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

The school has high expectations of pupils’ behaviour and conduct, which are well understood by staff and pupils. Strong relationships further promote generally positive 15 and 16 October 2024

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behaviour. The pastoral care for pupils is very strong. However, there remains a small number of pupils who struggle to consistently meet these expectations. This then means that some of these pupils are suspended more often than their peers and miss valuable learning time. The school does not have a clear and systematic approach in place to help these pupils to catch up.

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Pupils enjoy school and attend regularly. They value the care and nurture that staff provide. Parents are complimentary about the pastoral support their children receive. There remains a small number of pupils who are persistently absent from school. The school supports these pupils and their families well and, as a result, these pupils improve their attendance.

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The school works effectively to develop pupils’ character. Pupils have many varied opportunities to grow as people. This work is further underpinned by a strong personal, social and health education curriculum. Pupils develop an understanding of different faiths and cultures. They learn valuable life lessons about mental health and well-being, personal safety, positive relationships and possible career pathways. Pupils are very well prepared for their future.

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The school identifies any issues that fall short of their expectations and works effectively to address them. Staff are proud to work at the school. They believe that leaders care about their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There are a small number of pupils who find it challenging to consistently meet leaders’ high behaviour expectations. Some of these pupils are then suspended more often than their peers and miss valuable learning time. The school should ensure that pupils who find it difficult to meet the school’s high behaviour expectations are supported to do so and effectively helped to catch up on missed learning.

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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. 15 and 16 October 2024

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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). 15 and 16 October 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 26 and 27 March 2019 under section 8 of the Education Act 2005

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Information about this school

 The school is a larger than average-sized middle school.  The headteacher was appointed in June 2023. The chair of governors began her role in September 2024.  The school runs a daily breakfast club.  The school’s last section 48 inspection took place in March 2020. It is due to be re- inspected next academic year.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 15 and 16 October 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy head teacher and other senior leaders. The lead inspector held a meeting with governing body, including the chair of governors. Telephone meetings were held with representatives from the local authority and diocese. Inspectors met with curriculum leaders, staff, including support staff and staff currently taking on the role of the special educational needs coordinator.  Inspectors carried out deep dives in these subjects: English, mathematics, design and technology, history and music. For each deep dive, inspectors discussed the curriculum

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with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour and interactions during lessons and at break and lunchtimes and spoke to many pupils during the inspection.  To evaluate the effectiveness of safeguarding, inspectors: 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.  Inspectors spoke to parents at the school gate to gain their views about the school.  Inspectors took account of responses on Ofsted Parent View. Inspectors also considered the responses to the pupil and staff surveys.

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Bianka Zemke, lead inspector His Majesty’s Inspector

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Mark Gilbert Ofsted Inspector 15 and 16 October 2024

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

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