Pershore High School

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About Pershore High School

Name Pershore High School
Ofsted Inspections
Headteacher Mr Andrew Nockton
Address Station Road, Pershore, WR10 2BX
Phone Number 01386552471
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1188
Local Authority Worcestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Pershore High School are kind and demonstrate an eagerness to learn in lessons. Their behaviour around the school and in lessons is calm and orderly.

Pupils move around the school sensibly, following clear routines and expectations. Pupils and staff appreciate the recent changes to the behaviour policy.

Most pupils value their education and want to do well.

However, the curriculum is still being developed in many subjects. This means that many pupils do not develop their knowledge well over time. Teaching is not always adapted well to suit the needs of all pupils, including those who are disadvantaged.

As a result, some pupils do not as well as they could.

The school has been on a journey of improvement. It has recently introduced changes to the curriculum in some subjects.

Some of these changes are starting to have a positive impact.The 'Pershore promise' is the school's pledge to pupils that they will gain a wide range of experiences and leadership roles. Pupils enhance their school experience with theatre visits, international skiing trips and rewards trips relating to pupils' interests.

The school offers a range of extra-curricular clubs and most pupils, including those with special educational needs and/or disabilities (SEND) take part in these. Clubs include the school newsletter, the school musical and power league. This helps pupils to develop their talents and interests.

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

The school has planned a curriculum that identifies what pupils will learn and when they will learn it. Teachers use a range of resources to teach the curriculum. However, some learning activities do not help pupils to understand and remember the key concepts.

This means that some pupils struggle to build on knowledge over time.

In some subjects, topics are revisited to help pupils remember the knowledge they need to learn. Staff often check what pupils know and can do.

However, the information from these checks is not always used to adapt teaching. Pupils who find the work too easy are not given opportunities to deepen their understanding. Furthermore, pupils who find the work too hard, including those who are disadvantaged, are not able to close any gaps in knowledge.

As a result, some pupils do not make the progress they are capable of.

Pupils with SEND are accurately identified. Pupils, parents, and the SEND team work together to identify strategies that will help pupils access the same curriculum as their peers.

This works well for pupils in the 'mainstream autism base', who get the support they need to access the curriculum. However, staff are not always routinely using the strategies from the 'pupil passports.' This means that pupils with SEND who are not part of the 'mainstream autism base' are not always able to access the learning in some subjects.

Pupils who struggle to read get the help they need to catch up. These pupils appreciate the support they get and are becoming fluent readers who have the confidence to read aloud. The school library is a favourite place for many pupils.

The books match a range of interests and reading ages. In tutor time, older pupils encourage their younger peers to read for pleasure and mentor them accordingly.

The majority of pupils live up to the high expectations that staff have of them.

The 'conduct card' rewards positive behaviours that pupils demonstrate such as 'helpfulness or kindness.' The cards also note if pupils have been unkind or disrespectful. Pupils feel that this initiative has helped to improve most pupils' behaviour across the school.

However, a significant minority of pupils' behaviour, including those who are disadvantaged, has not improved over time. For these pupils, the number of suspensions and permanent exclusions remain high.The personal, social, health education curriculum is clearly mapped out and addresses local issues such as anti-social behaviour and hate crime.

Pupils develop a secure understanding of topics such as staying safe online, consent and what makes a healthy relationship.

Pupils receive a well-planned careers programme. They take part in mock interviews and complete work experience placements in Years 10 and 12.

Pupils learn about apprenticeships and careers through visiting employers who give talks at the school and through visits to careers fairs and universities. Most pupils secure their first-place choice in further education. All of this prepares pupils well for their next steps.

Leaders are aware of what the school needs to do to be better. However, they do not have a sharp enough focus on reviewing and analysing what is working well and what is not. This means they struggle to identify any patterns that may exist.

Subsequently this limits leaders' ability to take swift action. The curriculum is yet to be developed in some areas and the behaviour of a significant minority of pupils is not improving.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not have a sharp enough focus on reviewing, analysing, and identifying any patterns that may exist with their existing policies. This limits their ability to take swift and well-focused action when things are not working well. Leaders should ensure they have a clear vision and strategic oversight so that systems can be adapted and refined in a timelier manner.

• The school has not ensured how best to teach the knowledge set out in their curriculum plans. As a result, some learning activities do not help pupils to understand and remember key concepts. This means that some pupils struggle to build on knowledge over time.

• Too often staff do not adapt the teaching to meet the needs of all pupils. This means that pupils with SEND, those who are disadvantaged, and high and low prior attainers do not make the progress they are capable of. The school should ensure that teachers identify the starting points of each pupil and adapt the teaching to suit the needs of all pupils.

• Too often sanctions such as suspensions are not having the desired impact. This means a significant minority of pupils' behaviour, including those who are disadvantaged and pupils with SEND, is not improving. The school should ensure that the root causes for poor behaviour are established and that they adjust their actions accordingly so that pupils can get the support they need to improve their behaviour.

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