Bretforton Village School

Bretforton Village School

Address: New Street, Bretforton, Evesham, Worcestershire, WR11 7JS Unique reference number (URN): 145001

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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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Attendance and behaviour Expected standard

Pupils attend well at Bretforton because they are happy to come to school, and enjoy the small, family-friendly feel of the school. Attendance is generally above the national averages for most groups of pupils. Leaders have taken effective action to improve the attendance of some pupils. They support families on an individual basis to encourage high attendance. Leaders identify the causes of absence and work in partnership to reduce persistence absence. This has led to an in-year improvement in attendance. Where attendance is lower for particular groups, leaders act appropriately through targeted support to overcome barriers to regular attendance.

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Attendance and behaviour Expected standard

Pupils behave very well at Bretforton. Pupils are happy and say they belong at the school. Leaders have established consistent routines which are followed in classes. Pupils have positive attitudes to learning and understand the high expectations set for them. Staff know pupils on an individual basis in this small school. This creates a respectful and cooperative environment. The school does not tolerate incidents of discrimination, and incidents are rare. Pupils say that bullying does not happen and teachers quickly intervene to resolve any issues that do occur. Where necessary, sensitive adaptations are made to supportively meet the needs of pupils who require help to manage their behaviour.

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Early years Expected standard

Children benefit from a positive and nurturing start to their education. The early years curriculum is ambitious, thoughtfully designed and clearly sequenced. It supports children to develop secure knowledge and skills across all areas of learning. Leaders prioritise the early years and have an accurate understanding of the quality of provision.

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Early years Expected standard

Children concentrate carefully during activities and enjoy discussing their learning. Teachers are caring and thoughtful. Teachers know the children well and take account of their starting points. They adapt learning appropriately, including for children with special educational needs and/or disabilities. Reading is prioritised from the start. Leaders ensure phonics sessions follow a clear and consistent structure that enable children to learn key sounds. This means most children develop the knowledge they need to read and write confidently.

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Early years Expected standard

Teachers meet children's personal needs sensitively and help them feel safe, secure and happy. Parents and carers are very positive about the early years. They appreciate the communication they receive. This means children get supported at home and at school to develop and learn. Children are typically well prepared for Year 1, and the mixed-age class means that transition is very smooth. As a result, children move confidently to Year 1.

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Inclusion Expected standard

Leaders have established an inclusive culture where pupils feel valued and supported. They are ambitious for pupils who are vulnerable. Staff identify pupils’ needs quickly and accurately, including pupils with special educational needs and/or disabilities (SEND), those eligible for pupil premium and those known to social care. This work helps leaders to reduce barriers to learning and wellbeing.

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Inclusion Expected standard

Teachers track individual pupils closely and review their progress carefully. They use evidence to appropriately evaluate the impact of interventions and support. On the whole, staff adapt lessons appropriately, which means pupils get the support they need to access the curriculum. Pupils benefit from expert support in interventions, where skilled teachers support pupils’ learning. This means pupils with SEND progress well from their starting points.

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Inclusion Expected standard

Leaders engage thoughtfully with local schools in the trust to share expertise. Leaders ensure the views of families and external professionals are considered when shaping support for pupils. This work raises aspirations for pupils with additional needs. Leaders use pupil premium funding suitably and appropriately. They ensure that pupils who receive pupil premium funding get additional support that is specific to their individual needs. As a result, these pupils are well supported.

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Leadership and governance Expected standard

Leaders clearly act in the best interests of pupils and put Bretforton at the heart of what they do. Leaders are accurately working on the right priorities and taking appropriate action. They know that foundational knowledge remains an area for development and have put plans in place to continue to improve this work.

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Leadership and governance Expected standard

Leaders ensure that the school plays a central role in the local community. They engage with a range of events, which means that parents and teachers work in partnership to further the work of the school effectively.

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Leadership and governance Expected standard

Leaders have an accurate view of the curriculum and teaching and correspondingly ensure that staff access a coherent programme of professional learning. This helps staff build expertise over time. Leaders look beyond the school to strengthen their professional learning offer. They continue to build school improvement work across the trust. Early career teachers also benefit from this programme and develop their knowledge and skills effectively.

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Leadership and governance Expected standard

Trust leaders and governors are caring and committed to the school. Governance and trust oversight are secure and appropriate. Trustees clearly understand their statutory duties. They understand the benefits and challenges that small schools face. As a result, they support and challenge leaders effectively around school improvement. They take account of staff's wellbeing and workload when making decisions and building systems. Staff appreciate that leaders put the children first.

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Personal development and wellbeing Expected standard

Leaders have put in place a coherent programme for pupils’ personal development. This programme extends across the taught curriculum and is supported by wider opportunities. Pupils actively take part in a range of community activities, including Christmas plays, seasonal events with local farmers and the Fleece Inn, and work with local groups. This means the school is an important part of the local community. Leaders ensure all pupils take

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Needs attention

part, including those with special educational needs and/or disabilities (SEND), pupils known or previously known to social care and pupils eligible for pupil premium funding.

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Needs attention

Leaders are passionate about supporting the pupils and families at Bretforton. They ensure pupils share the school’s vision, including values such as respect, friendship and responsibility. Pupils learn about these values and clearly live them out through their respect and care for one another. Pupils are kind to each other and to visitors. They greatly value their friendships. Pupils show a developing understanding of fundamental British values and other religions. Pupils learn how to keep themselves healthy both physically and mentally. Pupils talk confidently about how to stay safe, including online. They know to seek support from a trusted adult if they are worried.

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Needs attention

Leaders ensure this programme is an entitlement for every pupil. They make adaptations to provision to allow all pupils to participate, including those with SEND. Leaders generally track the participation of pupils in clubs and on visits. The small size of the school allows leaders to tailor support closely to pupils’ needs.

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Needs attention

Pupils proudly take on leadership roles, such as eco ambassadors, sports leaders, librarians and mental health ambassadors. This means they learn about taking responsibility for their planet and looking after the world around them. Overall, they are well prepared and ready to move on to middle school and the next stages of their education.

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Achievement Needs attention

Leaders are taking action to improve the achievement of pupils. Pupils typically develop secure skills and knowledge in reading and mathematics, which they need to access their future learning as they progress. Their phonics skills are well developed. However, weaknesses in pupils' handwriting and spelling mean pupils do not achieve as well as they could by the time they leave Bretforton.

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Achievement Needs attention

In some subjects, pupils are learning the intended curriculum. In these subjects, pupils talk about their learning confidently and are ready for the next stage in their learning. For example, pupils confidently discuss their science learning. However, pupils are not consistently making progress in all curriculum areas or across the different year groups.

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Achievement Needs attention

In 2025, pupils achieved well in national testing, such as in the multiplication tables check. Pupils with special educational needs and/or disabilities and disadvantaged pupils progress well from their starting points and generally achieve well.

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Curriculum and teaching Needs attention

When learning the foundations of early writing, some pupils do not secure basic knowledge in handwriting and spelling well enough. This means that pupils in the older year groups have not secured the basic writing skills they need to be fluent and confident writers. At times, learning in some wider curriculum subjects is not deep enough and precisely taught. This means that some pupils develop gaps in their knowledge. Leaders acknowledge this and are tackling these issues.

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Curriculum and teaching Needs attention

Leaders have created a broad and balanced curriculum that reflects the school’s context and priorities. Leaders have set this out across the different subjects. Leaders have identified clear sequences for pupil learning across the curriculum. Leaders understand what works well in teaching and what needs to improve. They take action to address weaknesses.

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Curriculum and teaching Needs attention

Staff teach phonics systematically. Pupils who fall behind usually catch up quickly. For example, pupils in Year 1 receive support from staff who teach with accuracy and enthusiasm. Teachers use carefully constructed questions to check pupils' understanding. They adapt lessons carefully to ensure that all pupils can access the curriculum. This means pupils with special educational needs and/or disabilities typically learn alongside their peers and get the support they need.

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

Pupils enjoy attending this close-knit community school. A strong sense of care and family pervades the school. Pupils are cooperative and look after one another. Older pupils support younger pupils and are role models for their behaviour. Pupils say that they are happy and feel safe. They say that bullying does not happen, but if it does, adults are quick to resolve any issues. Pupils, including those who have special educational needs and/or disabilities and those who are disadvantaged, enjoy coming to school. Overall, attendance is above the national averages. Leaders have ensured that the school values, such as friendship and forgiveness, are central to the life of the school.

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

Pupils learn to read confidently and phonics lessons are taught successfully. Pupils read books that are accurately matched to their reading ability. Pupils generally perform above the national average in the Year 1 phonics screening check. By the time they leave the school, most pupils reach age-appropriate standards in most subjects. Pupils enjoy their lessons. They are attentive and listen carefully to their teachers. Pupils successfully learn the skills of reading and mathematics. However, pupils' handwriting and spelling are less secure.

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

Teachers generally deliver interesting and engaging lessons. However, some subjects are less well taught than others. In these subjects, pupils do not achieve as well as they could.

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

A variety of visits and clubs enrich pupils' experiences, inside and outside of school. Pupils take an enthusiastic role in school events that actively support community engagement, such as the start of the asparagus season. The school is regularly at the centre of the local community.

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

Pupils appreciate the residential visit to Boreatton Park they go on in Year 5. As a result, pupils develop independence and a range of social skills. Generally, pupils are well prepared for life in modern Britain.

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Next steps

Leaders should ensure that the curriculum, in all subjects, is taught consistently well so that pupils develop and retain detailed knowledge over time. Leaders should build on their current work to ensure that there is a consistent approach to both handwriting and spelling across subjects and year groups.

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About this inspection

This school is part of New Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, David Coaché, and overseen by a board of trustees, chaired by Andrew Martyr-Icke.

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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 met with leaders of New Education Trust. They held meetings with the headteacher, school leaders, teachers and pupils. They looked at pupils' work and books. They also talked to pupils and staff to gather information about school life.

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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 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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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, including the free-text comments.

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About this inspection

The school does not currently make use of alternative provision.

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About this inspection

Headteacher: Kevin Riley This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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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?

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 6 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 needs support at the school.

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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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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) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 6.2% 5.5% Close to average

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national average

2022/23 (3 term) 5.2% 5.9% 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) 15.3% 13.0% Close to average

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national average

2023/24 (3 term) 12.0% 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

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