Hallow CofE Primary School

Hallow CofE Primary School

Address: Main Road, Hallow, Worcester, Worcestershire, WR2 6LD Unique reference number (URN): 116882

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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

By the time pupils leave the school, they are well prepared for secondary school and their outcomes are broadly in line with those of pupils nationally. They gain the knowledge they need for secondary school. Disadvantaged pupils and pupils with special educational needs and/or disabilities progress suitably from their starting points. Year 4 pupils achieve well in the multiplication check. Following weaker phonics outcomes, leaders’ actions are making a positive difference.

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Achievement Expected standard

While pupils achieve well over time in English and mathematics, there is scope for some pupils to make even greater gains in learning. In a few classes, some pupils make basic errors when writing, and some do not get the chance to extend their mathematical understanding. Across a few wider curriculum subjects, the quality of pupils’ work is not consistently high. One exception is art, where pupils achieve particularly well. Their artwork shows creativity, attention to detail and confidence in a range of artistic techniques.

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Attendance and behaviour Expected standard

Attendance is a clear strength of the school’s work. Pupils enjoy school and speak positively about their experiences. Leaders have established a culture where regular attendance matters and pupils and their families understand its importance. Staff keep a close check on attendance and follow up concerns quickly. They provide tailored support for pupils who are experiencing difficulties. This support includes home visits, a flexible start to the school day, work with external agencies and access to the before-school club. As a result, attendance is above national averages and barriers to attendance are reduced effectively.

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Attendance and behaviour Expected standard

Pupils have positive relationships with one another. The school rule, ‘We all act with kindness and consideration to all people at all times’, is reflected in the way pupils include others and treat each other with respect. In classrooms, most pupils listen carefully, contribute to discussions and respond appropriately to adults. Occasionally, some pupils do not participate as fully in learning as they could. At breaktimes and lunchtimes, pupils play cooperatively and enjoy activities organised by the sports coach. Bullying is uncommon. Pupils understand what it is and are confident that adults deal with concerns quickly. Personalised support helps pupils manage their emotions and respond positively to school expectations.

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Curriculum and teaching Expected standard

The curriculum is broad and coherently planned. It helps pupils to build knowledge and skills logically over time. Pupils benefit from practical experiences that help them to understand important ideas. For example, pupils learn to apply their knowledge of electrical circuits and components, including bulbs, wires and switches, to make a torch.

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Curriculum and teaching Expected standard

Leaders know which aspects of teaching and the curriculum to prioritise, and they use this knowledge to plan suitable training for staff. Their actions have improved the teaching of phonics and resulted in younger pupils reading more securely than in the past. Leaders’ focus on writing is raising standards. However, a few adults miss errors in pupils’ handwriting, spelling, punctuation and grammar. As a result, some pupils’ writing is not as accurate as it could be. In mathematics, teachers help pupils secure essential knowledge before moving learning forward. At times, pupils do not have enough opportunities to reason and solve problems, which limits how deeply they develop their mathematical understanding.

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Curriculum and teaching Expected standard

Teachers usually explain concepts clearly and model new learning thoughtfully. Some teachers use questions well to check pupils’ understanding and address misconceptions. Tasks for pupils who need extra help are generally well matched to their needs.

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Early years Expected standard

Relationships between adults and children are positive. Children settle quickly into routines, behave sensibly and develop independence. Adults know children well. They work closely with families and external professionals to identify needs and provide appropriate support. As a result, children who need extra help receive it promptly.

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Early years Expected standard

Leaders have considered carefully the knowledge and skills children need to acquire so that they are ready for the next stage of their education. Curriculum themes are built around stories and children's interests. This helps keep learning and play engaging. During a beach-themed unit of learning, children develop language and mathematical skills effectively through role play in the ice-cream parlour. Children take orders, count scoops and discuss different ice-cream flavours while engaging in purposeful conversations with adults and peers. Although children enjoy using the outdoor space, it does not provide the same breadth of learning opportunities as indoors.

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Early years Expected standard

Teaching typically helps children develop important foundational skills. Daily phonics, writing and mathematics sessions help children build knowledge steadily over time. Adults generally interact well with children and support their learning effectively. At times, their questioning does not extend children’s thinking. Despite this, most children achieve well from their starting points and are prepared appropriately for Year 1.

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Inclusion Expected standard

Hallow CofE Primary is a welcoming and caring school. Parents, staff and governors often describe the school as having a family feel, where positive relationships help pupils feel safe and valued.

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Inclusion Expected standard

Leaders have strengthened the way they identify and meet the needs of pupils with special educational needs and/or disabilities (SEND). Processes for identifying pupils’ needs and checking on their achievement have improved. Staff benefit from additional training and advice from external professionals. They are increasingly using a range of adaptations to reduce barriers to learning. Leaders work closely with external professionals, including speech and language specialists, to ensure that pupils receive timely support. As a result, pupils with SEND typically make secure progress from their starting points.

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Inclusion Expected standard

Additional funding is carefully targeted to help disadvantaged pupils keep up with their learning. Effective pastoral support helps them to attend regularly and engage positively in education. Leaders also work closely with external agencies to provide tailored support for pupils experiencing difficulties. This coordinated approach helps pupils overcome barriers and take part fully in the wider opportunities available to them.

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Leadership and governance Expected standard

During a period of staffing changes, leaders and governors have continued to focus on pupils’ education and welfare. Leaders have strengthened provision for pupils with special educational needs and/or disabilities and helped staff to refine their teaching of phonics and writing. These actions are having an increasingly positive impact on pupils’ learning.

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Leadership and governance Expected standard

Leaders know pupils’ needs well and have a clear understanding of what would help them achieve even better outcomes. However, leaders at different levels are still developing the skills needed to evaluate the quality of education rigorously and identify the most effective next steps for improvement. As a result, some inconsistencies in teaching and provision persist.

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Leadership and governance Expected standard

Governors fulfil their statutory duties appropriately and are well informed about the school's priorities. Training has strengthened their ability to challenge leaders. They now ask more focused questions about the impact of agreed actions, including for different groups of pupils. Governors are mindful of staff workload and recognise that leadership responsibilities are not distributed evenly. They have rightly prioritised developing leadership capacity to strengthen the school's long-term sustainability.

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Leadership and governance Expected standard

Most staff are proud to work at the school. They appreciate the help they receive from leaders and colleagues. Staff feel that leaders are approachable when support is needed. Many parents speak positively about the school and value the care, help and guidance provided by staff. They describe the school as welcoming and nurturing. Leaders engage well with a range of external agencies, professionals and community organisations for the benefit of pupils.

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Personal development and wellbeing Expected standard

Leaders have established a thoughtful approach to personal development that reflects the school’s values and ethos. Pupils say that adults care for them, listen to them and help them when needed. The family support worker makes an important contribution to pupils’ wellbeing by providing targeted support for pupils facing challenging circumstances. As a result, vulnerable pupils are well supported and included fully in school life.

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Personal development and wellbeing Expected standard

Pupils have a sound understanding of different cultures, beliefs and world views. They show respect for people whose beliefs or experiences differ from their own. Older pupils demonstrate a detailed understanding of democracy, tolerance and equality. They explain how voting is used to elect pupil representatives and make clear connections between the school’s values and life in modern Britain. Younger pupils have a growing understanding of these concepts.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe in different situations. They talk confidently about online safety, protecting personal information and healthy relationships. Pupils know whom to speak to if they have a worry. Leaders enhance pupils’ learning through visitors who reflect the local context. For example, the ‘Royal National Lifeboat Institution’ teaches pupils about water safety. This helps pupils to manage risks beyond school.

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Personal development and wellbeing Expected standard

A suitable range of leadership opportunities helps pupils develop confidence and responsibility. Through the work of the pupil parliament, pupils share their views and influence aspects of school provision, such as clubs. Year 5 and 6 pupils are particularly proud of supporting younger children through the buddy system. They provide friendship and help children feel part of the school community.

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Personal development and wellbeing Expected standard

The enrichment offer broadens pupils’ experiences beyond the classroom. Pupils enjoy taking part in a range of sporting activities, community events and fundraising initiatives. Leaders make sure that pupils with special educational needs and/or disabilities and disadvantaged pupils benefit from the different opportunities.

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

At Hallow, positive relationships are a noticeable feature of school life. Pupils treat one another with kindness and consideration. Older and younger pupils mix happily during social times. Pupils appreciate the school's inclusive culture. They know that they can be themselves and feel valued as individuals.

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

Pupils achieve well over time and are suitably prepared for the next stage of their education. They enjoy learning and value the opportunities that enrich the curriculum. For example, children in Reception investigate why boats they have made float and sink, while Year 6 pupils examine the structure of the heart at first hand. Experiences such as these help pupils to develop their scientific understanding as they move through the school. Pupils who need additional help receive support that enables them to participate confidently and make secure progress from their starting points.

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

Each day starts calmly and smoothly. This helps pupils feel settled and ready for the day ahead. Pupils show generally positive attitudes to learning. At social times, they enjoy playing games and spending time with their friends. Rare incidents of bullying are addressed quickly when they occur. Pupils feel safe. They know there are adults who will help them if they have a problem. Pupils attend school regularly.

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

Pupils benefit from a wide range of activities that broaden their horizons. They develop their musical skills by learning instruments such as the recorder. Pupils enjoy participating in sports clubs and creative activities. They value opportunities to take part in village events, including Maypole dancing, church services and community celebrations. These experiences help pupils develop confidence, responsibility and an understanding of how they can make a positive contribution to their community.

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Next steps

Leaders should continue to refine teaching in writing and mathematics so that pupils write accurately and develop deeper mathematical understanding through reasoning and

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Team inspectors:

Lorraine Lord, Ofsted Inspector Maggie Spence, Ofsted Inspector

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Facts and figures used on inspection

solving mathematical problems. Leaders should ensure that teaching across the wider curriculum consistently enables pupils to apply and demonstrate their knowledge and understanding. Leaders should strengthen provision in the early years by ensuring that adults use questioning to extend children’s thinking and understanding, and by developing the outdoor learning environment further. Leaders should secure greater consistency in teaching and learning by developing the skills of leaders at all levels to evaluate provision more rigorously and identify priorities for improvement more precisely.

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About this inspection

The chair of the board of governors in this school is Duncan Millward.

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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 headteacher, the acting assistant headteacher, the early years leader and a range of staff and pupils. Inspectors also met with representatives from the governing body. The lead inspector held a telephone conversation with a representative from the local authority and a representative from the diocese.

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About this inspection

The inspectors confirmed the following information about the school: At the time of the inspection, a senior leader was on secondment to another school.

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About this inspection

The school does not use alternative provision.

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About this inspection

This school is registered as having a Church of England religious character. The most recent section 48 inspection was in October 2025.

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About this inspection

Headteacher: Roberta Hannon 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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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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average

2024/25 (final) 61% 62% Close to average

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average

2023/24 (final) 67% 61% Close to average

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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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average

2024/25 (final) 81% 75% Close to average

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average

2022/23 (final) 77% 73% Close to average

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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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average

2024/25 (final) 74% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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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) 80% 73% Close to average

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average

2022/23 (final) 73% 73% Close to average

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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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Persistent absence

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

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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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