A FIRST school has been rated good by government inspectors.

Cherry Orchard First School in Pershore also houses an ‘integration base’ for pupils with complex learning difficulties and emotional developmental needs.

The report, carried out by inspector Clive Lewis, said the school had some outstanding features, and the headteacher, Sarah Bitcon, was “strongly supported by the governing body” and provided a clear sense of direction which linked well to school improvement.

Mr Lewis also said parents and carers were very supportive of the school.

He said: “Children get off to a good start in the early years foundation stage and make good progress. All groups of pupils, including those with special educational needs and/ or disabilities, make good and often outstanding progress.”

Mr Lewis said that by the time pupils leave the school at the end of year 4, standards were above average.

The school was also praised for having good links with other schools, which helped it promote a broad range of curriculum and sporting activities. He also praised the school for pupils’ progress and the quality of care and guidance, which was marked as outstanding.

What the inspectors said

What the school did well

• Pupils progress steadily from below average standards on entry to above average standards by the end of year 4.
• Strategies for managing the behavior of pupils are very effective across the school so that lessons are calm and purposeful and pupils work hard.
• Teachers assess learning carefully.
• The headteacher provides strong leadership for a very well-motivated staff team.
• The school’s very positive relationship with parents and carers and its good links with a wide range of partners contribute significantly to improvements in pupils’ achievement and well-being.

What needs to be improved

• Attendance must be improved, particularly by working more closely with those few families where pupils are persistently absent.
• The school must ensure subject coordinators develop a better overview of how to raise attainment by providing opportunities for them to observe teaching and all classroom practice in their subjects.

Grades

• Overall effectiveness: how good is the school: good
• Capacity for sustained improvement: good
• Outcomes for individuals and groups of pupils: good
• Pupil’s achievement and the extent to which they enjoy their learning: good
• Quality of teaching: good
• The effectiveness of leadership and management in embedding ambition and driving improvement: good
• Overall effectiveness of the early years foundation stage: good