|Name||Pershore High School|
|Ofsted Inspection Rating||Good|
|Address||Station Road, Pershore, WR10 2BX|
|Religious Character||Does Not Apply|
|Number of Pupils||1127 (52.6% boys 47.4% girls)|
|Number of Pupils per Teacher||15.7|
|Academy Sponsor||Avonreach Academy Trust|
|Percentage Free School Meals||11.3%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||11.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (16 July 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Pershore High School is larger than the average-sized secondary school. The school converted to academy status in July 2011. When its predecessor school, also known as Pershore High School, was last inspected by Ofsted, it was judged to be good. Almost all students are from White British backgrounds. There are no students at the early stages of learning English. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported at school action plus, or with a statement of special educational needs, is broadly average. The school has an Autism Base providing specialist support for up to 15 students with autism spectrum disorder. The proportion of students known to be eligible for support through the pupil premium is below average. This is additional support for children in the care of the local authority, pupils known to be eligible for free school meals and pupils with a parent in the armed services. Approximately 26 students from Key Stage 4 attend alternative provision at South Worcestershire College and the Pershore campus of Warwickshire College. They follow vocational courses including animal care, land based studies, motor vehicle maintenance and hair and beauty. The school meets the government’s current floor standards for secondary schools, which set the minimum expectations for students’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Students make good progress and achieve well. Standards by the end of Year 11 are above average. Leaders and staff have responded swiftly to the below expected examination results in English in 2012. Students’ progress has improved over the year and their achievement is now good. Teaching is good with some outstanding practice. Teachers know their subjects well and are skilled in using questioning to extend students’ learning. The sixth form is outstanding. Students make rapid progress from their starting points. They benefit from a wide choice of courses that appeal to their interests. Students’ behaviour is excellent. They are polite and courteous and are extremely supportive of each other. They gain tremendous confidence through participation in the school’s programmes to build their leadership skills. Leaders have worked successfully to bring about improvements in the quality of teaching. The school has effective and well organised systems for managing teaching and learning. Students are able to choose from a wide variety of subjects and courses. There is an excellent choice of activities outside the classroom and these enrich students’ learning. Governance is strong. Members of the governing body are skilled and knowledgeable, providing support and challenge to school leaders. They make a valuable contribution to the school’s ongoing improvement. It is not yet an outstanding school because : There is not enough outstanding teaching to make sure that all students make rapid progress. At times, teachers do not check students’ understanding thoroughly enough during lessons, so that students move on to new tasks before they are ready. Students are not always given enough opportunities to discuss their learning during lessons. The quality of marking and feedback varies. Not all staff have fully adopted the school’s marking policy and, as a result, students are not always clear about precisely how they can improve their work.