St Nicholas’ CofE Middle School

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About St Nicholas’ CofE Middle School

Name St Nicholas’ CofE Middle School
Ofsted Inspections
Headteacher Mr James Hawthorn
Address Main Street, Pinvin, Pershore, WR10 2ER
Phone Number 01386554196
Phase Academy
Type Academy converter
Age Range 9-12
Religious Character Church of England
Gender Mixed
Number of Pupils 212
Local Authority Worcestershire
Highlights from Latest Inspection

What is it like to attend this school? '

Be happy, grow and flourish' is at the heart of St Nicholas' CofE Middle School.

Pupils and staff show this as soon as you enter the building. Pupils speak positively about the support they receive from staff. Pupils come to school because they enjoy learning, feel safe and are happy in school.

A typical parent comment was that this is a 'lovely school, with staff who really care and do everything they can to help children and parents'. Pupils' behaviour and attitudes to learning are respectful and positive.

Leaders have developed a broad and ambitious curriculum.

Pupils study a range of subjects. Despite this ambitious curriculum, some pupils do no...t achieve as well as they should. This is because some subjects are not as fully developed as others.

However, current learning is improving.

The school places a strong emphasis on pupils' personal development. Pupils learn about their health and well-being.

Pupils also develop their leadership roles. Head pupils, and others in Year 7, support the younger pupils during playtimes and reading activities. Many pupils take part in a range of enrichment opportunities such as Japanese and karate clubs.

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

There has been significant change within the school since the last inspection. Many staff have recently joined the school or changed their leadership roles. Some subjects have seen a significant improvement in how well pupils are achieving.

However, these improvements are not evident in all subjects because the weaknesses in the subject curriculum and delivery have not been identified and addressed quickly enough.

Leaders have thought carefully about what they want pupils to learn. Precise curriculum sequencing helps pupils to build on what they have learned before.

For example, in English, Year 7 pupils used their inferencing knowledge to discuss and evaluate an unseen poem based on the theme of 'flood'. However, teachers do not always check what pupils understand in lessons, nor whether they have gaps in what they have learned before. This means that teachers do not consistently adapt the learning to address any wrong ideas or missing knowledge.

Leaders quickly identify pupils who need additional support, including pupils with special educational needs and/or disabilities (SEND). All pupils follow the same curriculum. A small number of pupils with specific SEND needs receive effective support in a separate classroom.

Teachers use information about pupils' additional needs to adapt their teaching. This means pupils with SEND can successfully access learning in line with their peers.

The school is passionate about ensuring that pupils learn to read.

Teachers read to pupils every day. The phonics programme supports pupils who need further help with their reading. Staff now check pupils' reading abilities more precisely to quickly identify those who are falling behind.

Pupils who need extra support have additional learning to help catch up. However, teachers do not ensure that all pupils choose books that are appropriate to their reading ability. Some pupils read books that do not challenge or extend their understanding.

Some other pupils read using books with sounds they do not know well. This means that some pupils do not develop into fluent readers as quickly as they could.

The school's work to promote pupils' personal development is highly effective.

Pupils understand about equality and diversity. Pupils respect other people's opinions. Pupils voice their opinions about the school.

This encourages them to have a strong sense of belonging. Pupils appreciate the increased number of trips and visits. These include local mosques and overnight residentials.

All leaders, including those responsible for governance, know this school well. They understand how the local context impacts pupils' learning and attendance. Leaders review and develop all aspects of the school effectively.

This includes their robust and rigorous focus on safeguarding. Governors both support and hold leaders to account for the decisions taken. Leaders have implemented a well-thought-out professional development programme for staff.

Staff feel very well supported and consulted about policy changes. Leaders carefully consider staff workload, which staff are appreciative of.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not identified some of the weaknesses in a small number of subjects quickly enough. As a result, pupils are not achieving as well as they might in some subjects. The school should ensure that all curriculum weaknesses are identified and addressed consistently in all subjects so that pupils make strong progress across the whole curriculum.

• Teachers do not use reading assessments well enough to ensure that pupils receive phonics teaching and read books that are matched well enough to their needs. As a result, pupils do not become fluent readers quickly enough. Leaders should ensure that pupils are provided with appropriate support and reading material to enable them to learn to read fluently.

• In some subjects, teachers do not use assessments well enough to check pupils' understanding or identify gaps in their learning. Therefore, pupils' gaps in learning are not addressed and they struggle to build on what they know. Leaders should ensure that all teachers use assessment consistently to identify and address any gaps in pupils' learning so that pupils can progress well across the curriculum.

Also at this postcode
Pinvin CofE First School

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