Upton Snodsbury CofE First School

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About Upton Snodsbury CofE First School

Name Upton Snodsbury CofE First School
Website http://www.uptonsnodsburyfirstschool.org.uk/
Ofsted Inspections
Headteacher Mrs Rachel Mayo
Address School Lane, Upton Snodsbury, Worcester, WR7 4NH
Phone Number 01905381288
Phase Primary
Type Voluntary controlled school
Age Range 4-9
Religious Character Church of England
Gender Mixed
Number of Pupils 40
Local Authority Worcestershire
Highlights from Latest Inspection

What is it like to attend this school?

This school is at the heart of the village community. It is highly thought of by pupils and their parents. Pupils enjoy coming to school and attend regularly.

Staff know the pupils extremely well. This allows them to ensure that pupils receive highly effective support for their emotional well-being.

Pupils feel safe in school and are kind to each other.

If bullying happens, adults take it seriously and deal with it straight away. Many pupils say: 'We are a welcoming school – we welcome everyone here, whoever they are.' They behave well and have a good understanding of right and wrong.

Core values of friendship, respect, responsibility, trust, thankfu...lness and forgiveness can be seen in pupils' positive behaviour.

Teachers have high expectations of pupils. Pupils work hard in lessons.

They take great pride in their work. In some areas of the curriculum pupils achieve very well. However, this is not yet the case in all subjects.

Leaders promote pupils' personal development exceptionally well. Pupils understand how to be good citizens and frequently support their local community. For example, they pick litter and have recently baked buns for the residents of the community.

There are many charities that the pupils support through fundraising. The whole school community gets involved with these.

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

Leaders have high ambitions for pupils.

This includes pupils with special educational needs and/or disabilities (SEND). In most subjects, this ambition is realised. Leaders have an accurate understanding of what the school needs to do to secure further improvements.

They have started making the improvements needed. This work is having a positive impact on pupils' achievement in most subjects. Where leaders have thought carefully about the precise knowledge pupils need to learn, and when, pupils achieve well.

In subjects where this knowledge is not clearly identified, the gaps in pupils' learning are not always addressed by teachers.

Pupils get off to a good start with reading. Leaders make sure it is a high priority.

This ensures that almost all pupils achieve well. Some pupils need extra help to secure knowledge of the sounds they learn. Staff notice this quickly and offer targeted support that allows them to keep up.

The newly introduced phonics programme begins as soon as children start in Reception. Books are carefully matched to the sounds pupils know. This allows pupils to practise their phonic knowledge and is supporting them to become confident readers.

Leaders promote a love of reading through the rich and varied texts the pupils enjoy. The recent trip to the library gave every pupil the opportunity to receive a library card.

Relationships are warm and attentive in Reception.

Staff question children about their learning and promote opportunities for discussion and conversation. Children in the early years can speak well and use ambitious vocabulary for their age. They are able to concentrate for long periods of time, and they show perseverance in completing a wide range of activities.

This means children are well prepared for learning in key stage 1.

Behaviour in lessons is good. Most pupils engage fully in their learning.

As a result of leaders' priority on emotional well-being, pupils learn to manage their own behaviour when times become difficult. In most classes, pupils' behaviour does not disrupt the learning of others. However, sometimes a small number of pupils struggle to concentrate for longer periods of time.

When this happens, they are not as focused on their learning. Most teachers support them well to refocus.

Leaders ensure that pupils benefit from a wealth of opportunities to learn about the world they live in.

Pupils have many opportunities to engage in and discuss diversity. Pupils learn about a wide range of faiths. They are highly respectful and tolerant of views and opinions that differ from their own.

The pupil parliament helps to make important decisions. They have recently helped to choose a range of books for classrooms that reflect the diverse world they live in. There are a wide variety of clubs that are extremely well attended and enjoyed by pupils, including yoga, gymnastics, dance, archery, gardening, arts and crafts and sports.

Leaders place a high priority on pupils' mental health and teach them how to stay healthy, both mentally and physically.

Leaders do all they can to support staff. Staff report that they feel well supported by leaders.

Governors know the strengths of the school well. They also have a good understanding of what the school needs to do to improve and are determined to make these improvements. They have ensured staff have lots of opportunities for training, so they can carry out their many roles well.

They are providing suitable challenge as well as support.


The arrangements for safeguarding are effective.

Leaders take their safeguarding roles and responsibilities very seriously.

There are clear policies and procedures in place for all staff and visitors to follow. Staff know these polices and adhere to them. Leaders ensure training is up to date.

They know all pupils very well. They are well placed to identify and act upon any concerns they have, however small. Leaders work well with external agencies to support pupils where necessary.

They keep detailed records and share information in a timely way with the right people. Leaders ensure that thorough checks are completed on staff. These checks satisfy leaders that staff and volunteers are suitable to work with pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, leaders have not identified the important knowledge and vocabulary that pupils need to learn. Consequently, pupils are not always taught the things they need to successfully build on their learning. Leaders should ensure the curriculum outlines, in detail, the precise knowledge pupils need to learn and in what order.

• In some foundation subjects, assessment is not used precisely enough. Teachers do not always identify gaps in pupils' learning. Leaders should make sure that teachers' checks on pupils' learning are used consistently well, so that pupils achieve well in all subjects.

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