Flyford Flavell Primary School

Flyford Flavell Primary School

Address: Radford Road, Flyford Flavell, Worcester, Worcestershire, WR7 4BS Unique reference number (URN): 116676

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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 Strong standard

Pupils are highly motivated learners who value their education and attend school regularly. Strong, positive relationships between pupils and staff create a welcoming and purposeful environment in which pupils feel known, supported and keen to attend school every day. Attendance is consistently above the national average, including for pupils who are disadvantaged and those with special educational needs and/or disabilities. Leaders have established a clear and ambitious culture in which attendance is understood to be everyone’s responsibility. They identify concerns early, act swiftly and work closely with parents and carers to understand and remove barriers to attendance. Support is carefully tailored to individual circumstances, enabling pupils to access their education successfully. Families understand the importance of regular attendance because leaders communicate expectations with clarity, consistency and conviction.

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Attendance and behaviour Strong standard

Behaviour is a strength of the school. Leaders have created a calm, respectful and inclusive culture in which pupils show genuine care and consideration for one another. In lessons, pupils’ attitudes to learning are consistently of the highest quality. They listen attentively, remain focused and contribute positively without disrupting the learning of others. Staff rarely need to remind pupils of the school’s expectations because these are so well understood and deeply embedded. Pupils are courteous and respectful when speaking with adults and with each other, regardless of age. Older pupils act as excellent role models, building positive and lasting relationships with younger pupils. Behaviour beyond the classroom is excellent. At social times, pupils organise games and include others, helping to ensure that playtimes are harmonious. The school’s culture of tolerance, kindness and mutual respect is evident in pupils’ everyday interactions.

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Personal development and wellbeing Strong standard

Pupils at Flyford are confident, resilient and independent. They are reflective, behave with integrity and cooperate consistently well with others. Leaders have implemented a carefully considered and extensive curriculum for personal, social and health education (PSHE) across the school, which is underpinned by the school's values. As a result, pupils develop secure knowledge of, for example, different religions and cultures. They demonstrate high levels of respect and tolerance. Pupils discuss racism, sexism and discrimination in mature and thoughtful ways. They understand that everyone is different, special and unique. Pupils learn how to keep themselves safe. They have a robust understanding of online safety. Younger children evaluate risks when climbing on the playground equipment and older pupils learn how to stay safe in the local community. Pupils of all ages understand the importance of staying healthy both physically and mentally.

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Personal development and wellbeing Strong standard

Leaders and staff know their pupils extremely well as individuals. They provide bespoke pastoral support to pupils and families who need it. This support is highly effective and enables pupils to thrive. Pupil leadership is a strength of the school. Pupils value opportunities to take responsibility such as leading the eco council. They rise to these challenges and take their responsibilities seriously. As a result, they develop strong interpersonal and communication skills. The wider school offer for pupils’ personal development is extensive. It includes a wide range of different activities, clubs, visitors to

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Expected standard

school and trips. These are carefully designed to nurture pupils' interests and talents as well as to develop their character. Leaders ensure that all pupils, including disadvantaged pupils, pupils with special educational needs and/or disabilities, those who are known to or previously known to social care and those who may face barriers to their learning and/or wellbeing benefit fully from this offer. Opportunities are fully inclusive and enable pupils to make a positive contribution to their school and wider community.

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Achievement Expected standard

Pupils achieve well across the curriculum. They achieve particularly well in reading, writing and mathematics. Typically, their attainment is reflected in above average outcomes in national tests and examinations over time. Disadvantaged pupils attain well, often reaching the same high standards as their peers. Pupils with special educational needs and/or disabilities make appropriate progress through the curriculum from their starting points. Across the school, pupils develop the foundational knowledge and skills that they need, including in language and communication. A significant number of pupils join the school part way through their primary education. Staff provide tailored support so that these pupils make secure progress through the curriculum and any gaps in their knowledge and skills close quickly. Pupils recall their learning well across the curriculum, although their written work does not always reflect the depth of their understanding. The school's holistic approach to

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Achievement Expected standard

pupils' development as well as their academic progress prepares them well for the next stage in their education.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is ambitious, broad and balanced. It identifies what pupils need to know and remember and is generally sequenced carefully so that pupils build securely on previous learning. Leaders place a clear emphasis on communication, language, reading and vocabulary. They want every pupil to learn to read fluently and to understand what they have read. Children at the early stages of reading are taught through systematic synthetic phonics. Staff are well trained and teach phonics effectively. Leaders and staff support all pupils to secure the basic knowledge that they need in reading, spelling, handwriting and mathematics.

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Curriculum and teaching Expected standard

The wider curriculum is generally taught well. Leaders ensure that staff have the knowledge and expertise that they need for the subjects and phases that they teach. Staff use assessment to check what pupils know and can remember. When gaps are identified, pupils are prioritised for additional support from highly-trained adults. In some curriculum areas, the key knowledge pupils should learn is not as clearly defined as it could be and this means gaps in pupils' knowledge are sometimes harder to identify. Leaders take account of education, health and care plans when planning and teaching the curriculum. This helps pupils with special educational needs and/or disabilities to access learning successfully.

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Early years Expected standard

Leaders have a clear vision for providing high-quality education and care in the early years. They have the same high expectations for the youngest children as they do for pupils in the rest of the school. Children get off to a secure start. They settle happily and quickly into the school day and become familiar with routines that help them develop independence and learn confidently over time. Across the early years, children are encouraged to communicate with each other when working collaboratively. They benefit from positive interactions with staff, who question and prompt their learning. This promotes important speech, language and communication skills.

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Early years Expected standard

Phonics is taught well and reinforced throughout other learning activities across the provision. As a result, children develop the skills they need to read and write words with increasing accuracy. Staff check children's learning and development carefully. Children who need extra help, including those with special educational needs and/or disabilities and disadvantaged pupils, receive the support that they need. Staff build positive relationships with parents and carers and encourage them to be involved in their children's learning. By the end of the Reception Year, the majority of children are well prepared for their move on to Year 1.

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Inclusion Expected standard

Flyford Flavell is an inclusive school. Pupils with special educational needs and/or disabilities (SEND), those in receipt of pupil premium funding and those who face other barriers to their learning or wellbeing, are at the heart of leaders' decision-making. The school has clear systems in place to identify pupils who may require additional support. Leaders ensure that pupils' needs are identified early. Leaders work closely with a range of agencies and professionals so that pupils and their families receive the bespoke and timely support that they need.

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Inclusion Expected standard

Staff make suitable adaptations so that pupils access and learn the curriculum effectively. Leaders check the impact of the school's work to meet the needs of pupils and use this information to refine the support pupils receive. The positive relationships and targeted support received by pupils with SEND enables many to learn the same curriculum as their peers. Leaders are deeply committed to reducing barriers to learning and wellbeing. They use their knowledge of pupils to inform their pupil premium strategy. They ensure that pupil premium funding is used appropriately to enrich disadvantaged pupils' academic and personal development successfully.

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Leadership and governance Expected standard

Leaders and governors have created a culture of high expectations and professionalism, which ensures a positive experience for all pupils. They are proud of the school’s strengths and understand the areas that need further improvement. They act quickly when any part of the school’s work does not meet their expectations. Leaders at all levels make a positive contribution to the school's priorities and make decisions in the best interests of all pupils, especially those who are disadvantaged, those with special educational needs and/or disabilities and those known to social care. Leaders and staff know pupils well. They are ambitious for pupils and want them to achieve well. Targeted teaching is used effectively and benefits pupils' learning positively.

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Leadership and governance Expected standard

Governors understand and meet their statutory responsibilities effectively, including those related to safeguarding and equality. They support and challenge leaders appropriately and monitor pupils' progress carefully. They ensure that resources, including the school budget, are used to improve pupil outcomes. Leaders work effectively with the local authority and school partnerships to enhance opportunities for pupils. They work hard to promote and maintain trusting relationships with parents and carers so that pupils and their families feel that they belong. Leaders ensure that staff have access to appropriate training to further develop their expertise. Staff value and appreciate the support that leaders provide for their wellbeing. They hold leaders in high regard and are proud to work at this school.

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

Every day, pupils from Pippins pre-school to Year 6 arrive at Flyford Flavell eager to learn. They thrive in this caring, welcoming school where everyone matters. Leaders and staff have established a deeply embedded culture of kindness, tolerance, and compassion. Staff know individual pupils well and have high expectations of what they can achieve. As a result, pupils achieve very well in external tests and are supported effectively to reach ambitious goals.

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

Pupils show dedication to their learning. They are highly engaged in lessons because teachers make learning fun and interesting. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those who have other barriers to their learning are supported effectively. Skilled staff adapt learning well so that pupils progress well through the curriculum from their different starting points.

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

Pupils conduct themselves extremely well both in and beyond the classroom. Behaviour is excellent. This contributes to a calm, orderly environment in which pupils flourish. Playtimes are joyful and promote play, imagination and conversation. Pupils of all ages get on extremely well and show care and appreciation for one another.

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

Opportunities to take on leadership roles, such as sports leader or house captain strengthen pupils’ confidence and sense of responsibility. Older pupils act as positive role models, supporting younger children and contributing to the school's strong sense of community. A rich range of trips, visits and wider opportunities further enriches school life nurturing the talents and interests of individual pupils. Pupils particularly value the Worcester musical theatre club and the annual performance in a real theatre. Leaders work tirelessly to ensure that disadvantaged pupils benefit fully from the school's excellent personal development and wellbeing offer. The school not only educates pupils academically, but helps them become thoughtful, empathetic young people who are well prepared for the next stage of their education.

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Facts and figures used on inspection

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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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Next steps

Leaders should continue to refine and sequence the wider curriculum, including in the early years, so that the precise knowledge and skills pupils need to learn are clearly identified and used by staff to check pupils’ understanding more effectively, in order to help pupils demonstrate greater depth in their thinking and written work. Leaders should build on the secure practice in reading, writing and mathematics, where pupils achieve particularly well, and ensure that this level of consistency is reflected across all curriculum subjects and year groups.

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About this inspection

The chair of the board of governors in this school is Mrs Anne Howarth.

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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 HMI.

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About this inspection

Inspectors spoke with the headteacher, special educational needs coordinator, early years leader, members of the governing body, including the chair of governors, and a representative from the local authority during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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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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national average

2023/24 (final) 56% 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

2023/24 (final) 75% 74% 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

2023/24 (final) 75% 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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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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