Cutnall Green CofE Primary School

Cutnall Green CofE Primary School

Address: School Lane, Cutnall Green, Droitwich, Worcestershire, WR9 0PH Unique reference number (URN): 141412

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils, including disadvantaged pupils, achieve close to, or above, national averages at the expected standard in reading, writing and mathematics by the end of key stage 2. These outcomes show they are typically achieving in line with, or above, expectations for their age and are prepared well for their next steps. Where this is not the case, such as writing at greater depth or for specific groups of pupils, leaders act decisively. Pupils' outcomes in phonics are a strength. They have achieved above national averages over the last 3 years. Pupils with special educational needs and/or disabilities typically achieve well from their starting points. Staff provide targeted support to help these pupils prepare successfully for their next stage of learning.

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Achievement Expected standard

Children in the early years acquire the knowledge and skills they need for later learning. Older pupils can read fluently and with meaning. Pupils' verbal communication, in particular, is excellent. Generally, support to improve pupils' handwriting is beginning to have a positive impact on their written work. Some pupils recall and articulate their learning with increasing confidence and clarity. However, some pupils need further support to be able to remember the most important knowledge they need.

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Attendance and behaviour Expected standard

For most pupils, absence is rare. Pupils enjoy coming to school and the recognition they receive for doing so. Leaders' strategies to support and improve attendance are highly effective. Pupils who face barriers to regular attendance receive additional support. If pupils miss too much school, leaders act promptly to address this. Leaders have a deep understanding of each pupil's circumstances. They work closely with families and external agencies to provide support and reduce persistent absence. They build positive relationships so that attendance is something that can be celebrated, not worried about.

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Attendance and behaviour Expected standard

Pupils behave extremely well in lessons and around the school. They have positive attitudes to their learning. Leaders have established clear expectations and staff apply them consistently. This creates a calm and respectful environment where pupils feel safe. Incidents of poor behaviour are managed effectively. Leaders and staff help pupils to successfully resolve their differences and understand the consequences of any unkind behaviour. As a result, pupils feel valued and listened to. Bullying is not tolerated and leaders respond swiftly when concerns arise. Staff make thoughtful adaptations for pupils with special educational needs and/or disabilities so that they can engage positively with routines. During social times, pupils interact respectfully and show consideration for others.

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Curriculum and teaching Expected standard

Leaders have created a broad and balanced curriculum that reflects the school’s context. They understand the curriculum strengths and areas to improve. Teachers demonstrate secure subject knowledge and use their knowledge of what pupils know to help shape their teaching. Staff plan carefully to ensure that any gaps in pupils' knowledge are addressed. Generally, the curriculum is well sequenced, and pupils build their knowledge step by step. Leaders continue to refine the curriculum and take further action to ensure that teaching is of a consistently high quality. For example, on occasion, some teachers do not always check pupils’ understanding and remembering of the most important knowledge they need.

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Curriculum and teaching Expected standard

Teaching generally secures the strong foundations that pupils need, especially in reading and mathematics. However, further work is required to enhance pupils’ writing skills, including spelling and handwriting, and to enable pupils to write at length. Phonics is taught systematically and pupils who fall behind typically catch up and keep up quickly. Teachers extend pupils’ vocabulary through purposeful talk and planned activities.

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Curriculum and teaching Expected standard

Typically, staff accurately identify pupils' next steps in their learning. For example, personalised targets are used effectively, where appropriate, to support pupils' progress. Staff adapt lessons appropriately for pupils who may face barriers to their learning and/or wellbeing. This helps pupils to access the same learning as their peers.

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Early years Expected standard

Children in the early years are welcomed warmly and settle quickly, supported by positive relationships that help them to feel safe, confident and ready to learn. Leaders develop relationships with parents and carers before children join the school. This means children have an easier transition when they start school. Staff interact purposefully with children. They adapt language for children's different ages and use questioning effectively to extend thinking and develop vocabulary.

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Early years Expected standard

The curriculum in the early years is carefully considered. Deliberately planned activities provide opportunities to develop children's language and understanding of the world around them. The curriculum identifies specific learning goals for children to achieve at each age and stage. This helps staff to direct activities towards what each child should be learning. Children progress well through the curriculum and develop a secure understanding in all 7 areas of learning. Reading and phonics are prioritised, as is mathematics, so that children are very well prepared for key stage 1.

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Early years Expected standard

Children learn indoors and outdoors in exciting and stimulating environments. Staff lead learning activities with passion and confidence. When staff interact with children, they ask meaningful questions that extend children's vocabulary and understanding. Children's communication and language development is a strength of the early years.

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Inclusion Expected standard

Leaders have established a culture where inclusion is valued and visible in daily school life. Leaders quickly identify pupils’ needs on entry to the school. This includes disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known (or previously known) to social care. There are clear systems and processes in place to ensure that pupils get the right support at the right time.

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Inclusion Expected standard

Staff make appropriate adaptations to learning so that pupils can access the full curriculum. Generally, adaptations are monitored and evaluated regularly to ensure that they remain effective. Staff carefully plan appropriate steps in lessons that support pupils with SEND in their learning. As a result, pupils’ barriers to wellbeing and achievement reduce over time.

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Inclusion Expected standard

Funding for disadvantaged pupils is used appropriately and is having a positive impact on both their personal and academic outcomes. Support for pupils known to children’s social care is well considered. Leaders work collaboratively with external agencies and parents. As a result, pupils feel a clear sense of belonging to the school.

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Inclusion Expected standard

Leaders evaluate the impact of their work to support vulnerable pupils. As a result, pupils have meaningful experiences across school.

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Leadership and governance Expected standard

Leaders ensure that the curriculum is ambitious and inclusive. They monitor the quality of teaching across each term and make sure that staff, including early career teachers, access a coherent professional learning programme that builds their expertise over time. Across the wider curriculum, leaders have a clear understanding of the school’s strengths and areas for development. They take appropriate action to improve its provision and outcomes, particularly for disadvantaged pupils, those with special educational needs and/or disabilities and pupils known to children’s social care. The impact of leaders' actions can be seen across the school, for example in relation to how pupils engage with oracy and talking to each other about their work and feelings.

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Leadership and governance Expected standard

There have been significant changes to the school leadership since the last inspection. These changes have included new, interim, senior leaders. Leaders continue to strengthen how effectively they communicate with parents and other stakeholders.

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Leadership and governance Expected standard

Those responsible for governance have an effective understanding of the school's context. They support leaders and challenge them to continually seek improvement. Trustees undertake their statutory duties well, for example by ensuring there are robust safeguarding practices at the school. They are also supported by a group of ‘advocates’ who support leaders and staff effectively, to further develop the school’s improvement priorities.

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Leadership and governance Expected standard

Staff are proud to work at the school. Staff acknowledge that recent leadership support has been welcomed at a school and trust level. Staff are positive about the focus on their own workload and wellbeing by leaders. At each level of the school's leadership, there is a shared vision and determination to ensure pupils' educational experiences are the best they can be.

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Personal development and wellbeing Expected standard

The school provides an appropriate curriculum for personal, social and health education (PSHE), starting in the early years. This includes a suitable relationships curriculum, which enables pupils to learn valuable knowledge, such as how to build secure friendships. Pupils also learn important knowledge, such as staying safe online, managing their physical health and how to celebrate their own achievements. Pupils learn about equality, diversity and fundamental British values. This enables them to be well prepared for life in modern Britain. Leaders’ inclusive approach is reflected in their commitment to pupils’ wider development. Pupils benefit from a wide range of opportunities provided by leaders through music, drama and the arts. Attendance across these opportunities is carefully tracked by leaders to ensure that all pupils are involved. Many pupils hold leadership roles in school. They take their roles

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Personal development and wellbeing Expected standard

seriously and learn important skills, such as speaking to an audience and how to be an effective listener.

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Personal development and wellbeing Expected standard

The school provides effective additional pastoral support for disadvantaged pupils. For example, specialist staff provide additional help to support the emotional wellbeing of more vulnerable pupils. Leaders regularly reflect on how well this practice supports these pupils. This helps them to adapt the offer appropriately for individual pupils to ensure that they flourish. Leaders listen actively to pupil voice and this shapes school activities and experiences. Pupils particularly enjoy opportunities they have had recently to use the new outdoor space and play equipment. Pupils value all educational trips leaders are able to offer. These help pupils to learn more about the natural environment, historical periods and local issues.

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Personal development and wellbeing Expected standard

Regular collective worship emphasises the school's ethos, celebrates important national and international events and teaches pupils about fundamental British values such as democracy and the rule of law. Visiting speakers complement this programme. This prepares pupils very well to be active members of society in future.

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What it's like to be a pupil at this school

Pupils are happy, safe and learn in a nurturing environment where staff know them well and help them to grow in confidence. The school, which sits at the heart of the local community, warmly welcomes pupils and their families each day. Pupils enjoy coming to school. They are confident to speak with staff if they have any worries or concerns. The inclusive nature of the school is reflected in the positive relationships that pupils have with staff and with each other.

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What it's like to be a pupil at this school

Leaders want the best for all pupils. Pupils, including those with special educational needs and/or disabilities, typically achieve well. Disadvantaged pupils make secure progress because leaders prioritise reducing barriers to their learning and wellbeing. Pupils, including children in the early years, are well prepared for the next stage of education.

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What it's like to be a pupil at this school

Pupils’ behaviour is a strength of the school. They hold doors open for others and give a warm welcome to visitors. The school's vision, ‘love, learn and be extraordinary’, is well understood. Pupils are kind and caring. They are respectful of each other and bullying is rare. If pupils fall out, staff quickly help them make up and move on. Children in the early years learn strong routines from the start of their time at school.

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What it's like to be a pupil at this school

Pupils attend regularly because leaders promote attendance with consistency and care. Leaders monitor attendance closely and act quickly when concerns arise, helping to ensure that pupils receive the encouragement and guidance they need to attend well.

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What it's like to be a pupil at this school

A comprehensive programme of activities such as dance festivals and ‘multi-skills’ trips enhances the curriculum, brings learning to life and creates memorable experiences for pupils. Pupils regularly work alongside each other to enrich the school community such as being part of the school council or tending to the garden and forest school. Staff ensure that all pupils get access to enrichment activities, such as cookery and sports, especially those who need extra support and encouragement to do so.

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Next steps

Leaders should ensure that all teachers embed the strategies to develop pupils’ transcription skills, including spelling and handwriting, to enable pupils to write at length. Leaders should ensure that all teachers check and act on gaps in pupils’ understanding consistently, so that pupils recognise and remember the key knowledge they need effectively. Leaders should ensure that communication with parents is strengthened by making sure that key information is shared clearly, consistently and in a timely manner, while also providing opportunities for stakeholders to give feedback.

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About this inspection

This school is part of The Rivers CofE Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Matt Meckin, and overseen by a board of trustees, chaired by Linda Gregory.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the interim executive headteacher and other senior school leaders; members of the trust board, including the vice-chair of the trust as the delegated person responsible and another trustee; the CEO; the director of education for Diocese of Worcester; other trust leaders; staff, parents, carers and pupils.

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About this inspection

Inspectors visited lessons, including in the early years. They looked at pupils’ work. They spoke with pupils at different times across the school day and observed behaviour in lessons and around the school site.

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About this inspection

To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; 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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Lead inspector:

Stuart Clarkson, His Majesty's Inspector

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Team inspectors:

Steph Withington, Ofsted Inspector Jax Nicholls, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 272 Inspectors considered the responses to Ofsted’s staff survey. They considered the responses to the online survey, Ofsted Parent View, including parents’ free-text comments.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

This school is registered as having a Church of England religious character. The last section 48 inspection was carried out in January 2023.

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What does this mean?

The interim Executive Headteacher joined the school in February 2026

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What does this mean?

The interim Deputy Headteacher joined the school in February 2026

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What does this mean?

The school does not use any alternative provision

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) S 73% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 11.3% 13.0% Close to average

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national average

2023/24 (3 term) 17.6% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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