Abberley Parochial VC Primary School, located in Worcestershire, has recently undergone an ungraded inspection on 11 October 2023. The overall judgement of the school remains good, although the evidence suggests that if a graded inspection were conducted now, the results might not reflect the same high standards. The next inspection will be a graded one, which will provide a clearer picture of the school's current performance.
Pupils at Abberley Parochial VC Primary School express enjoyment in their school experience, feeling cared for and safe within a supportive community. The school fosters a culture of kindness, teaching students the importance of compassion and love for others. Positive relationships are evident among pupils and staff, contributing to a harmonious school environment. Leaders encourage pupil involvement in decision-making processes, allowing them to take pride in their leadership roles and feel that their opinions are valued.
Assemblies and guest speakers play a significant role in reinforcing the school's values, emphasizing the importance of being wise, courageous, and compassionate. This focus on compassion has contributed to a low incidence of bullying, with pupils feeling comfortable reporting any issues to trusted adults. Recent leadership changes have prompted the school to identify areas for improvement within the curriculum, and while changes are underway, their impact on pupil learning is still being assessed.
The school recognizes the need for curriculum enhancements, particularly in clarifying the specific knowledge that pupils are expected to acquire. While some subjects have well-defined plans, others lack clarity. Governors acknowledge that they have not sufficiently ensured that the curriculum is effectively improving pupil learning, and recent changes are in the early stages of implementation.
A strong reading curriculum has been established, aimed at teaching pupils how to read while fostering a love for literature. A diverse selection of books is available, and most pupils develop good reading skills and enjoy reading for pleasure. Phonics instruction is provided, and some staff have received training; however, consistency in its application is lacking, resulting in some pupils not receiving the necessary support to develop their reading skills effectively.
In the Reception class, some children are still developing their concentration and positive learning behaviors. Staff demonstrate a solid understanding of children's needs and support them in making a successful transition to school. Children begin learning to read shortly after joining, and many enjoy sharing stories and selecting books.
The school's approach to assessment is still being refined, and current practices do not effectively identify gaps in learning. In some subjects, the progression of learning occurs without ensuring that pupils fully grasp the material. While some pupils can articulate facts related to their studies, only a few can explain how they are improving in specific subjects.
All pupils, including those with special educational needs and disabilities, are expected to engage with the full curriculum. The school collaborates effectively with external agencies to identify the best support strategies for these pupils. High-quality support plans are in place to address barriers to learning, and additional support sessions are provided by well-trained staff who understand the specific needs of these pupils.
Most pupils exhibit good behavior both in school and during community representation. Parents and staff agree that the majority of pupils can learn without distractions. Pupils understand their responsibility for their actions and recognize that school rules contribute to a safe and happy environment.
The school offers a variety of clubs and activities, such as lacrosse and sewing, which are popular among pupils. Residential trips provide opportunities for students to experience life beyond their village, and visits to various places of worship promote understanding of different faiths and cultures, fostering tolerance and inclusivity.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, there are areas for improvement. Some pupils are not receiving the phonics instruction necessary for proficient reading, which affects their ability to segment, blend, and pronounce sounds confidently. The school must ensure that all staff are well-equipped to deliver the agreed phonics approach consistently.
Governors need to enhance their oversight to ensure accurate reporting on curriculum effectiveness and pupil learning improvements. Additionally, staff must be supported in understanding their subject leadership responsibilities to ensure effective curriculum development. The use of assessment needs to be improved to better inform future learning and maximize pupil progress.