Malvern Wells CofE Primary School

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About Malvern Wells CofE Primary School

Name Malvern Wells CofE Primary School
Ofsted Inspections
Head Teacher Mrs Jen Alford
Address 263 Wells Road, Malvern Wells, WR14 4HF
Phone Number 01684561179
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 84
Local Authority Worcestershire
Highlights from Latest Inspection

What is it like to attend this school?

Leaders at Malvern Wells CofE Primary School welcome everyone. Pupils feel safe, enjoy life at school and thrive.

Parents and carers share their children's enthusiasm for the education provided. They value how well staff treat pupils as individuals.

Leaders have high expectations for staff and pupils alike.

They have planned an ambitious curriculum for all pupils, including for those with special educational needs and/or disabilities (SEND). The curriculum vision is to be 'Malvern centric, globally expansive'. School trips, such as visits to places of worship, enrich pupils' learning and help them to understand the wider world.

Pupils develop their r...eading widely and fluently.

Leaders encourage pupils to consider the effect of what they do on the school community. Pupils understand the behaviour policy and think that it is fair.

As a result, they behave well in lessons and at social times. Pupils know that there are always adults to talk to and that teachers deal with any bullying straight away. They learn to debate differing points of view, and they become articulate, enthusiastic learners.

Pupils enjoy a very wide range of extra-curricular activities, including in sport and music. They have planned opportunities to serve others in the wider community and to raise money for charity.

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

Leaders ensure that learning to read is an absolute priority.

From the early years onwards, pupils follow a structured phonics programme. This programme ensures that pupils learn about letters and their sounds in a logical order. Adults pronounce sounds accurately and expect pupils to do likewise.

They check effectively on how pupils are learning. Staff work closely with parents and pupils to read frequently to an adult. They provide effective support for any pupils at risk of falling behind.

Books are well matched to pupils' knowledge of phonics. Pupils quickly become fluent readers.

Across the school, pupils enjoy a good range of fiction and non-fiction texts.

Teachers pay due attention to different reading skills. This helps pupils to develop a strong appreciation of the purposes and joys of reading.

Pupils study all the subjects in the national curriculum.

Leaders have designed learning well so that it builds on what pupils already know. Teachers plan the day-to-day activities for pupils so that they meet leaders' longer-term learning aims. Pupils enjoy the links between different subjects and how they relate to their own experience.

For example, in geography, learners in upper key stage 2 were able to draw on their recent residential visit to Eryri National Park. Children's learning moves easily from one key stage to the next.Teachers know their subjects well.

From Reception, staff identify an ambitious vocabulary for pupils to learn. Staff present knowledge clearly. Teachers make good use of resources and encourage pupils to become independent learners.

Teachers check on what pupils know and remember. For example, pupils use mini whiteboards to show what they know. In lessons, discussion helps pupils to deepen their understanding.

Pupils learn well, in part because the work truly interests them, and they want to learn more.

Leaders have identified the needs of pupils with SEND effectively. They make sure that teachers know how best to meet these additional needs.

As a result, these pupils follow the full curriculum and learn well.

The relationships between staff and pupils are strong. Staff develop pupils' positive behaviours consistently from the start of the early years.

As a result, pupils behave well, and disruption to learning is rare. Pupils show consideration for each other and courtesy to adults. Staff quickly build relationships with pupils who join the school, including those with challenging behaviour.

When it is necessary, pupils are supported with their behavioural needs and soon meet the school's high expectations.

Staff provide a high quality of pastoral care. Pupils follow a planned programme of personal, social and health education (PSHE).

This teaches pupils about healthy relationships and how to treat others. Leaders know the importance of teaching about different traditions and cultures. Pupils learn about this, predominantly in religious education.

The headteacher has tackled the issues identified in the previous inspection report with great energy and good judgement. She has secured the confidence and commitment of staff. Leaders have made good use of support provided by the local authority.

To date, however, there has been little opportunity for other staff in the school to receive the training they need to develop leadership roles. Governors are highly focused and provide an effective oversight of the school.


The arrangements for safeguarding are effective.

Leaders make sure that staff are well trained in safeguarding. All staff understand the procedures for reporting concerns. When appropriate, leaders have provided additional guidance for parents.

Leaders take effective and appropriate action to help children. When necessary, they take appropriate steps to involve other agencies. The school keeps accurate records of all safeguarding concerns.

Leaders make the required checks on the staff who join the school.

Teachers make sure that pupils learn about potential risks they may face, including when using the internet. Pupils have the confidence to talk to adults if they are worried.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff, especially in subject leadership roles, have not had enough opportunity to develop their leadership skills. As a result, too much responsibility has fallen to the headteacher. Leaders should identify and train the leadership skills that all staff require to contribute effectively to the school.

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