St Nicholas’ CofE Middle School, located in Pinvin, Worcestershire, underwent an inspection on 13 and 14 September 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behaviour and attitudes, personal development, and leadership and management. The acting headteacher, James Hawthorn, leads the school, which is part of the Diocese of Worcester Multi-Academy Trust, overseen by CEO Claire Davies and a board of trustees chaired by Hugh Richards.
The school emphasizes a positive environment encapsulated in the motto Be happy, grow and flourish. Pupils and staff exhibit a welcoming atmosphere, and students express satisfaction with the support they receive from teachers. Parents have also noted the caring nature of the staff and the overall positive environment of the school. Pupils generally feel safe and enjoy their learning experiences. The school has developed a broad and ambitious curriculum, allowing students to study a variety of subjects. However, some pupils are not achieving to their full potential due to inconsistencies in the development of certain subjects.
The school places a strong focus on personal development, teaching pupils about health and well-being while encouraging leadership roles among students. Older pupils support younger ones during playtimes and reading activities, and many engage in enrichment opportunities such as Japanese and karate clubs. Despite significant changes in staffing and leadership since the last inspection, improvements in pupil achievement are not uniformly evident across all subjects. Some weaknesses in the curriculum and its delivery have not been addressed swiftly enough, impacting overall student performance.
Leaders have carefully considered what they want pupils to learn, and the curriculum is sequenced to build on prior knowledge. For instance, Year 7 pupils in English apply their inferencing skills to analyze poetry. However, there are instances where teachers do not adequately assess pupils' understanding during lessons, leading to gaps in knowledge that are not consistently addressed. The school effectively identifies pupils needing additional support, including those with special educational needs and disabilities, ensuring they can access the same curriculum as their peers.
The school is committed to fostering reading skills, with daily reading sessions and a phonics program in place. Staff are now more precise in assessing pupils' reading abilities to identify those who may be falling behind. However, there are concerns regarding the appropriateness of reading materials for some pupils, which can hinder their development as fluent readers. The school’s efforts to promote personal development are commendable, with pupils demonstrating an understanding of equality and diversity, and they appreciate the increased number of trips and visits.
Leaders, including those responsible for governance, have a thorough understanding of the school’s context and its impact on pupil learning and attendance. They effectively review and develop all aspects of the school, including safeguarding, which is robust. The professional development program for staff is well-structured, and staff feel supported and consulted regarding policy changes.
To improve, the school must identify and address weaknesses in the curriculum more effectively to enhance pupil achievement across all subjects. Additionally, teachers need to utilize reading assessments more effectively to ensure pupils receive appropriate phonics instruction and reading materials. Consistent use of assessments across subjects is necessary to identify and address gaps in learning, enabling pupils to progress effectively throughout the curriculum.
