Somers Park Primary School

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About Somers Park Primary School

Name Somers Park Primary School
Ofsted Inspections
Headteacher Mr Christopher Hansen
Address Somers Park Avenue, Malvern, WR14 1SE
Phone Number 01684572949
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 594
Local Authority Worcestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Somers Park Primary School.

They value their education and build many happy memories during their time at the school. They are proud of their achievements and are eager to explain why their school is so special to them.

Pupils get on well together.

They form strong friendship groups. They look after one another and go out of their way to include others in their play. This makes the school a happy and caring place.

Bullying is rare. Pupils feel safe and trust adults to resolve matters quickly when friends fall out.

Adults know pupils very well.

They have high expectations for each child and ensure that all pupils stu...dy a broad range of subjects. Most pupils are keen to learn and take an active part in lessons.

Leaders' work to develop pupils' talents, interests and character is exceptional.

They think very carefully about pupils' interests and needs before arranging clubs, activities and educational visits. All pupils are encouraged to take part in these opportunities and the vast majority do.

Pupils are included in making important decisions.

Some represent their classes as members of the 'Pupil Parliament', whilst others represent the school as 'Subject Ambassadors'. Pupils have shared many positive ideas that leaders have put into action.

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

Leaders, including those responsible for governance, lead the school very well.

They have created a positive team spirit and staff morale is high. Adults go about their work with energy and enthusiasm. Staff have high aspirations for each child.

They ensure that all pupils, including those with special educational needs and/or disabilities, access a good quality of education. Most parents and carers are very positive about their child's experiences at school.

Leaders ensure pupils study a broad range of subjects and topics.

Subject coordinators have thought carefully about the important information they expect pupils to know and remember. In most subjects, this information is very clear. However, in a small number of subjects, the subject specific knowledge that leaders expect pupils to learn is not identified as clearly.

Pupils learn new information in a logical order. Lessons build on the prior knowledge that pupils remember. This helps them to learn well.

For example, in design and technology, pupils in Year 2 use a small range of ingredients to prepare simple dishes. Older pupils then build on this knowledge. For instance, they learn how to mix ingredients, including seasoning, when making pizza.

Leaders ensure staff know how to teach the curriculum well. Teachers recap key information to help pupils remember important concepts. Adults make checks on what pupils know in lessons.

They address misconceptions and support pupils who need extra help. In some subjects however, leaders' approach to checking how well pupils know and remember key content is not so well established. This makes it harder for leaders to review how well pupils learn in those subjects over time.

The school's approach to teaching phonics is well organised. Pupils, who are in the early stages of learning to read, benefit from daily lessons. These lessons are closely matched to pupils' abilities.

In addition, staff promote a love of reading across the school. For instance, they recommend texts and share their favourite stories. The school's work ensures that all pupils become better readers over time.

Children in the early years make the best possible start to their lives at school. Adults take every opportunity to engage and interact with children and they do this highly effectively. They discuss tricky concepts and ask questions that stretch children's thinking and vocabulary.

Children are taught how to work independently and in groups. They learn the importance of sticking at tasks and finishing them. Children leave Reception Year full of confidence and self-esteem.

The early years provision is exemplary and as such, children are extremely well prepared for learning in Year 1.

Leaders have revised the school's behaviour policy to ensure that pupils' positive behaviour is praised and rewarded. For example, teachers actively look out for pupils doing the right things.

They bring attention to these positive behaviours using classroom 'recognition boards'. Pupils understand the school rules and are alert to be 'ready, respectful and safe'. As a result, the school is calm.

Nearly all pupils display very positive attitudes to learning and work hard in lessons.

Pupils have many opportunities to learn about other faiths and cultures. They understand the importance of respect and tolerance for others, displaying these values themselves in the way they treat one another.

Older pupils speak with maturity about social and environmental matters. They sensibly debate issues in a considered way. Leaders ensure pupils are exceptionally well prepared for life in modern Britain.


The arrangements for safeguarding are effective.

Leaders take their safeguarding responsibilities very seriously. They place pupils' well-being at the heart of decision making.

Staff understand their roles and are alert to any signs that a pupil may be at risk of potential harm. They know what to do if they are concerned and they take quick action. Leaders work well with families and external agencies to support pupils who need help.

Pupils learn how to protect themselves from harm. For example, many pupils have taken part in workshops that promote water safety. All pupils learn strategies for keeping safe when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The key information that leaders expect pupils to know and remember is not identified as clearly as it might be in a small number of subjects. This limits pupils' learning in those subjects. Leaders should ensure that the knowledge and skills that pupils are expected to learn is set out clearly in all subjects.

• The school's approach to assessing what pupils know and remember is not yet fully developed in some subjects. This makes it harder for leaders to review the progress that pupils make through all the curriculum. Leaders should improve this to ensure they know how well pupils are progressing in all subjects.

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