Far Forest Lea Memorial CofE Primary School

Inspection of Far Forest Lea Memorial CofE Primary School New Road, Far Forest, Kidderminster, Worcestershire DY14 9TQ

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The head of school is Mokshuda Begum. This school is part of Severn Academies Educational Trust (SAET), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Matthew Carpenter, and overseen by a board of trustees, chaired by Monica Guise. There is also an executive headteacher, Shelley Reeves-Walters, who is responsible for this school and five others. 20 and 21 May 2025

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What is it like to attend this school?

Pupils and their families express pride in being part of a caring and nurturing school community. Pupils enjoy attending this school.

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What is it like to attend this school?

Pupils behave well and move around the school sensibly. They treat others with consideration when playing outside and are confident to speak to visitors. Pupils feel safe. They have warm and trusting relationships with staff. They know they can speak to a member of staff if they have any concerns.

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What is it like to attend this school?

The school is highly ambitious for pupils, including those with special educational needs and/or disabilities (SEND). Pupils enjoy a rich and diverse curriculum where reading is given a high priority. The majority of pupils work hard and are happy to share work of which they are particularly proud. They enjoy their lessons and achieve well.

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What is it like to attend this school?

Teaching pupils the skills they need to be successful in life is a priority for this school. Pupils enjoy the many opportunities they have to develop their interests or experience new activities in after-school clubs. They are proud to take on roles of leadership and responsibility. For example, older pupils with play leader responsibilities run engaging and exciting lunchtime activities for children in early years. Pupils understand that everyone should be treated equally and with respect, regardless of any differences.

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

The school has developed a new curriculum since the last inspection. For each subject, the intended learning is clearly identified. Links to the early years curriculum prepare children well for the move to Year 1 and the national curriculum. The school checks pupils’ learning carefully to identify and address any gaps in their knowledge and understanding.

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

Staff use subject-specific vocabulary and expect pupils to understand and use that vocabulary, which they do. Pupils talk confidently about their work. They express opinions and can explain their preferences, for example, their favourite artists. Pupils with SEND are well supported. The school has a clearly defined approach which ensures that any additional needs are identified at an early stage. Those needs are appropriately addressed within school, or with the support of external agencies. Pupils with SEND engage with the same learning as their classmates and achieve well. The learning environment supports pupils with their learning. For example, in early years the classrooms and outside areas are zoned and thoughtfully resourced so that children practise new learning. Older pupils benefit from classroom and corridor displays which remind them of current or earlier learning.

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

The school has prioritised phonics and early reading. Staff teach the phonics scheme consistently well. Additional support is quickly and carefully planned to ensure that children keep up. Recent improvements to the way that early reading is taught are leading to improved phonics outcomes. Reading books match the sounds that pupils learn. Workshops teach parents how to help their children with reading at home. Older pupils who need more help to become fluent and confident readers are well supported. 20 and 21 May 2025

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Behaviour across the school is good. Pupils benefit from a recently revised approach to the management of behaviour. The school promotes its vision, to ‘nurture, care and forgive’ through daily life and, in turn, pupils demonstrate these values. Those who find it difficult to manage their own behaviour are supported effectively. Pupils know what bullying is. They say it is not an issue at school but they are confident that staff would act quickly to keep them safe if it did happen. Where the school’s high expectations are clearly expressed pupils respond positively. However, sometimes, expectations are variable and this leads to some off-task behaviour and lower levels of engagement. Sometimes pupils distract others and staff do not address this as well as they could. This results in the loss of learning time for some.

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From the very first days in school, staff provide opportunities to promote pupils’ personal development. In the early years, children become increasingly independent and begin to organise their own outdoor activities. Older pupils understand how to stay physically and mentally healthy. They know how to stay safe online. They take on leadership roles and enjoy opportunities to represent their school in trust activities. The school provides many opportunities for pupils to develop their methods of communication. However, the personal development programme does not support pupils to understand how to debate issues and ideas as well as it might.

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The school works closely with its families. The historically low attendance has improved significantly with support from parents. Governors know the school well and bring a wide variety of skills with which to support and challenge school leaders. Staff appreciate the opportunities provided by the trust and have benefitted from a variety of training and development opportunities.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 As part of its work to ensure that pupils gain effective communication skills, the school has not paid sufficient attention to their ability to discuss and debate subjects. Sometimes, pupils call out in class or 'talk over' others in their enthusiasm to have their point of view heard. The trust should ensure that the personal development programme teaches pupils how to discuss and debate issues and ideas in a considered way so that everyone has an equal opportunity to speak and be heard.  At times, the behaviour management strategies that staff use in lessons does not ensure that pupils engage effectively in their learning. As a result, some pupils do not engage fully or learn as much as they could. The trust should ensure that the approaches used to address lower engagement are effective so that pupils are able to learn to the best of their abilities. 20 and 21 May 2025

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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). 20 and 21 May 2025

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Executive Headteacher

Date of previous inspection Not previously inspected

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Information about this school

 Far Forest Lea Memorial CofE Primary School converted to become an academy in September 2022. When its predecessor school, Far Forest Lea Memorial CofE Primary School, was last inspected by Ofsted, it was judged to require improvement for overall effectiveness.  The school joined the Severn Educational Academy Trust in September 2022.  A new head of school and leadership team have been appointed since the last inspection.  The school has provision for two-year-olds but none were registered at the time of this inspection.  The school does not use alternative provision. 20 and 21 May 2025

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 The school has a Christian ethos. It received its last section 48 inspection in 2019.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior leaders of the school, members of the local governing board, the CEO and leaders of school improvement and development of the trust. They also had discussions with a representative from the Diocese of Worcester and the chair of the board of trustees.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and design and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the curriculum in some other subjects.  Inspectors observed a selection of pupils reading to members of staff and heard pupils

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Information about this inspection

reading during lessons.  To evaluate the effectiveness of safeguarding, the 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 met with groups of pupils from a range of year groups.  Inspectors considered pupils’ behaviour at various times of the day, including in lessons, around the school and at breaktimes and lunchtimes.  Inspectors considered the responses to Ofsted Parent View, including the free-text responses. They considered the responses to Ofsted’s staff survey and spoke to parents at the school gate.  Inspectors considered a range of documents, including: the school’s plans for improvement; behaviour and attendance records; and minutes from governors and trust meetings.

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Anne Potter, lead inspector Ofsted Inspector

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Liz Vautier-Thomas Ofsted Inspector 20 and 21 May 2025

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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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