Pershore High School, located in Worcestershire, has undergone an inspection that highlights both strengths and areas for improvement. The school is part of the Avonreach Academy Trust, with Andrew Nockton serving as the headteacher and Phil Hanson as the executive headteacher. The inspection took place on March 12 and 13, 2024, and the overall effectiveness of the school was rated as requiring improvement. The quality of education was also rated as requiring improvement, while behavior and attitudes, personal development, and sixth-form provision were rated as good.
Pupils at Pershore High School are described as kind and eager to learn, demonstrating calm and orderly behavior in lessons and around the school. The recent changes to the behavior policy have been positively received by both pupils and staff. Most students value their education and strive to succeed, but the curriculum is still in development across many subjects, which affects the depth of knowledge pupils acquire over time. Teaching does not consistently meet the diverse needs of all students, particularly those who are disadvantaged, leading to some pupils not making the progress they are capable of.
The school has made strides in improving its curriculum, with recent changes beginning to show positive effects. The 'Pershore promise' is a commitment to providing students with a wide range of experiences and leadership opportunities, including extracurricular activities such as theater visits and skiing trips. The school offers various clubs that engage most pupils, including those with special educational needs and disabilities, helping them to develop their talents and interests.
While the school has a planned curriculum that outlines what pupils will learn, some learning activities do not effectively support understanding and retention of key concepts. This has resulted in difficulties for some pupils in building on their knowledge over time. Although staff frequently check pupils' understanding, the information gathered is not always used to tailor teaching to meet individual needs. Consequently, some pupils, particularly those who find the work too easy or too challenging, do not progress as well as they could.
Pupils with special educational needs are accurately identified, and there is collaboration among pupils, parents, and the SEND team to develop strategies for accessing the curriculum. However, the implementation of these strategies is inconsistent, particularly for those not in the mainstream autism base. Support for struggling readers is effective, with many pupils becoming confident readers who enjoy reading aloud.
The school has high expectations for pupil behavior, and initiatives like the conduct card system have contributed to improvements in behavior for many students. However, a significant minority of pupils, including those who are disadvantaged, continue to exhibit behavioral issues, resulting in high rates of suspensions and permanent exclusions. The personal, social, health education curriculum effectively addresses local issues and helps pupils understand important topics such as online safety and healthy relationships.
The careers program is well-structured, providing pupils with opportunities for mock interviews and work experience, which prepares them for their next steps in education or employment. Most pupils successfully secure their first-choice further education placements. Leaders are aware of the areas needing improvement but lack a focused approach to analyzing what is working and what is not, which hinders their ability to take timely action. The curriculum still requires development in certain areas, and the behavior of some pupils remains a concern.
The safeguarding arrangements at the school are effective, ensuring that pupils are well-protected. Overall, while there are commendable aspects of the school, significant work is needed to enhance the quality of education and address behavioral challenges to ensure all pupils can achieve their full potential.
