Pershore High School

What Ofsted said

From the inspection on 12 March 2024

Pupils at Pershore High School are kind and demonstrate an eagerness to learn in lessons. Their behaviour around the school and in lessons is calm and orderly. Pupils move around the school sensibly, following clear routines and expectations. Pupils and staff appreciate the recent changes to the behaviour policy. Most pupils value their education and want to do well. However, the curriculum is still being developed in many subjects. This means that many pupils do not develop their knowledge well over time. Teaching is not always adapted well to suit the needs of all pupils, including those who are disadvantaged. As a result, some pupils do not progress as well as they could. The school has been on a journey of improvement. It has recently introduced changes to the curriculum in some subjects. Some of these changes are starting to have a positive impact. The 'Pershore promise' is the school's pledge to pupils that they will gain a wide range of experiences and leadership roles. Pupils enhance their school experience with theatre visits, international skiing trips and rewards trips relating to pupils' interests. The school offers a range of extra-curricular clubs and most pupils, including those with special educational needs and/or disabilities (SEND) take part in these. Clubs include the school newsletter, the school musical and power league. This helps pupils to develop their talents and interests.

What the school should improve

• Leaders do not have a sharp enough focus on reviewing, analysing, and identifying any patterns that may exist with their existing policies. This limits their ability to take swift and well-focused action when things are not working well. Leaders should ensure they have a clear vision and strategic oversight so that systems can be adapted and refined in a timelier manner.
• The school has not ensured how best to teach the knowledge set out in their curriculum plans. As a result, some learning activities do not help pupils to understand and remember key concepts. This means that some pupils struggle to build on knowledge over time.
• Too often staff do not adapt the teaching to meet the needs of all pupils. This means that pupils with SEND, those who are disadvantaged, and high and low prior attainers do not make the progress they are capable of. The school should ensure that teachers identify the starting points of each pupil and adapt the teaching to suit the needs of all pupils.
• Too often sanctions such as suspensions are not having the desired impact. This means a significant minority of pupils' behaviour, including those who are disadvantaged and pupils with SEND, is not improving. The school should ensure that the root causes for poor behaviour are established and that they adjust their actions accordingly so that pupils can get the support they need to improve their behaviour.

Read the full Ofsted report (opens in a new tab)