School etc

Overbury CofE First School

Overbury CofE First School

phone: 01386 725235

acting headteacher: Ms Pernilla Pascolutti

school holidays: via Worcestershire council

60 pupils aged 4—9y mixed gender
60 pupils capacity: 100% full

35 boys 57%


25 girls 42%


Last updated: June 19, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 395844, Northing: 237280
GPS coordinates
Latitude: 52.034, Longitude: -2.062
Accepting pupils
5—10 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 22, 2013
Diocese of Worcester
Region › Const. › Ward
West Midlands › West Worcestershire › South Bredon Hill
Village - less sparse
Free school meals %

rooms to rent in Tewkesbury

Schools nearby

  1. 2.3 miles The Bredon Hancock's Endowed First School GL207LA (165 pupils)
  2. 2.5 miles Ashton-under-Hill First School WR117SW (87 pupils)
  3. 2.7 miles Bredon Hill Middle School WR117SW (457 pupils)
  4. 2.8 miles Carrant Brook Junior School GL208RP (140 pupils)
  5. 3 miles Northway Infant School GL208PT (147 pupils)
  6. 3 miles Elmley Castle CofE First School WR103HS (49 pupils)
  7. 3.1 miles Ashchurch Primary School GL208LA (125 pupils)
  8. 3.3 miles Eckington CofE First School WR103AU (99 pupils)
  9. 3.6 miles Twyning School GL206DF (115 pupils)
  10. 3.7 miles Oak Hill Church of England Primary School GL208NP (87 pupils)
  11. 3.8 miles Alderman Knight School GL208JJ (116 pupils)
  12. 4 miles Tirlebrook Primary School GL208EW (200 pupils)
  13. 4 miles Tewkesbury School GL208DF
  14. 4 miles Sedgeberrow CofE First School WR117UF (167 pupils)
  15. 4 miles Tewkesbury School GL208DF (1512 pupils)
  16. 4.2 miles Mitton Manor Primary School GL208AR
  17. 4.2 miles Mitton Manor Primary School GL208AR (208 pupils)
  18. 4.5 miles Defford-Cum-Besford CofE School WR89BH (44 pupils)
  19. 4.7 miles Tewkesbury Church of England Primary School GL205RQ (411 pupils)
  20. 4.7 miles Pershore Group of Colleges WR103JP
  21. 4.9 miles Gotherington Primary School GL529QT
  22. 4.9 miles Gotherington Primary School GL529QT (210 pupils)
  23. 5.1 miles Abbey School GL205PD
  24. 5.1 miles The John Moore Primary School GL207SP (210 pupils)

List of schools in Tewkesbury

School report

Overbury CofE First School

Overbury, Tewkesbury, GL20 7NT

Inspection dates 22–23 May 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

The headteacher, who is well supported by
Teaching is typically good throughout the
Pupils make good progress in reading, writing
The attainment of pupils eligible for support
the staff and governors, has provided strong
leadership, resulting in improvements to
teaching and pupils’ achievement.
school and teachers are successful in
engaging pupils’ interest and helping them to
make good progress in their work.
and mathematics to reach standards that are
usually above average by the time they leave
the school.
through the pupil premium (mainly those
eligible for free school meals) is above that of
all pupils nationally.
Disabled pupils and those who have special
Pupils behave extremely well. They enjoy
Relationships across the school are very
educational needs are supported to achieve
school, try hard and want to do well. They
have excellent attitudes to learning.
Attendance is high and reflects pupils’
enjoyment of school.
positive and adults make excellent role models.
The pastoral care provided for pupils is strong
and pupils respond very well to this support,
which is a key factor in their good progress.
In a minority of lessons, teachers do not
always move pupils forward quickly enough in
learning. This means that the pace
occasionally slows.
Teachers do not consistently apply the school’s
marking and feedback policy and pupils are not
always given the opportunity to respond to
teachers’ advice.

Information about this inspection

  • The inspector observed 14 lessons or parts of lessons. Four of these lessons were observed
    jointly with the headteacher. In addition, the inspector made some short visits to small groups
    being taught by teaching assistants, heard pupils read and looked at their work.
  • Meetings were held with pupils, governors and the school’s staff. The inspector also had a
    telephone conversation about the school with a representative from the local authority.
  • The views of 42 parents who responded to the on-line questionnaire (Parent View), as well as
    discussions with parents at the start of the school day, were taken into account. The inspector
    also received and considered 13 staff questionnaires.
  • The inspector observed the school’s work and looked at a number of documents, including the
    school’s self-evaluation and planning for improvement, the information the school keeps on
    pupils’ current progress and achievement, records relating to behaviour and attendance and the
    school’s safeguarding information.
  • The inspector observed morning playtime, lunchtime and attended an assembly.

Inspection team

Sarah Somers, Lead inspector Additional Inspector

Full report

Information about this school

  • The school is smaller than the average-sized primary school.
  • The proportion of pupils known to be eligible for the pupil premium (which provides additional
    funding for pupils in local authority care, those known to be eligible for free school meals or
    from service families) is below average.
  • The large majority of pupils are of White British heritage.
  • The proportion of disabled pupils and those with special educational needs supported through
    school action is average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is above average.
  • Pupils are taught in three mixed-age classes.
  • Pupils leave the school at the end of Year 5 so government floor standards do not apply.

What does the school need to do to improve further?

  • In order to sustain and improve pupils’ progress, increase the proportion of outstanding teaching
    through the school by making sure that:
    learning in all lessons proceeds at a brisk pace so that pupils are moved forward as soon as
    they are ready to make the most progress they can in the time available
    the school’s clear policy for marking is applied equally rigorously by all teachers and that
    pupils are given the chance to improve their work by responding to teachers’ marking

Inspection judgements

The achievement of pupils is good
  • The small sized cohorts in the school mean that skills and abilities when children start school
    vary considerably from year to year. Children make good progress in Reception as a result of
    good teaching. Children settle quickly into the school’s routines, enjoy learning and the
    stimulating range of activities.
  • In the 2012 reading check at age six, a below-average proportion of pupils met the expected
    standard. However, there were a small number of pupils in the group. The school’s own most
    recent assessment of reading skills shows that pupils’ abilities have improved as new strategies
    for the teaching of phonics (letters and the sounds they make) are having an impact. The
    consistent teaching of phonic skills in ability groups is improving attainment.
  • Pupils in Year 2 in 2012 attained above-average standards in reading and are on course to do as
    well this year. The good progress continues in Years 3, 4, and 5 and pupils leave the school at
    age ten with reading skills above those normally found at this age.
  • Attainment in Year 2 varies from year to year because of the small numbers in each year group.
    In 2012 attainment was above average in reading, writing and mathematics. Pupils from all
    backgrounds, including disabled pupils and those with special educational needs, make good
    progress throughout the school and their achievement exceeds that of their peers nationally.
  • Pupils eligible for the pupil premium consistently make good progress in line with their peers.
    Their attainment is at least in line with other pupils in the school and there are no gaps in their
    attainment in English or mathematics. This is an inclusive school where extra support is expertly
    targeted to meet individual needs and supports the work being done in lessons, thus promoting
    equality of opportunity.
  • The vast majority of parents and carers who responded to Parent View agree that their children
    make good progress. Some parents did not agree that the school keeps them informed about
    their child’s progress. However, parents who spoke to the inspector said that they are fully
    informed at all times. The school has a range of ways to inform parents through the year,
    including a weekly session at the end of the day for parents to come into school.
The quality of teaching is good
  • Teachers have a good understanding of their subjects, plan activities that are engaging and
    interest the pupils, and use their good understanding of how pupils learn to the full. Lessons are
    structured well so that new skills are introduced, building on what pupils already know and can
  • The other adults who support pupils’ learning play an important role in their good progress. They
    lead daily groups in the phonics sessions, as well as intervention and support groups for those
    with special educational needs. They have good questioning skills and discuss aspects of
    learning effectively with pupils, leading to good progress being made by the pupils in their care.
  • Regular meetings about pupils’ progress enable staff to discuss what each pupil needs to do to
    achieve even more, and how staff can bring this about in their teaching or through providing
    extra programmes of support.
  • Work is usually set at the right level for individual pupils and the learning moves at a good pace
    and maintains pupils’ interest. However, in a minority of lessons, for example when the teacher
    talks for too long, pupils are not moved forward in their learning quickly enough and the pace of
    learning slows.
  • Teachers ask pupils carefully chosen questions to keep them engaged in each lesson, to
    consolidate learning, and to challenge their thinking by encouraging them to explain their
    reasoning. They also use questions well to assess understanding and to ensure that all pupils are
    clear about what is expected of them. For example, in a mixed-age, high ability mathematics
    lesson, pupils were asked to explain the mistakes that they had made in their work on decimals.
    Skilful questioning addressed misconceptions and accelerated learning for the pupils.
  • The consistent use of an identified pupil to act as a ‘learning expert’ in each lesson, gives pupils
    the opportunity to explain their learning to the group and this contributes to pupils’ good
  • The school promotes positive attitudes to learning through the use of a specific programme,
    which promotes high expectations. This has been effective in developing pupils’ independence
    and taking responsibility for their own learning. One pupil commented to the inspector, ’Adults
    always assist us but not just by giving us the answer but giving us prompts to help us work out
    our own learning.’
  • Relationships between staff and pupils themselves are excellent. This makes a real contribution
    to learning because they listen, share ideas and try their best for their teachers and each other.
  • Teachers are quick to praise the pupils’ work and ideas and suggest improvements. Staff provide
    written feedback on how they can improve their work. On some occasions, pupils are not
    consistently made aware of the next steps to take in their learning through teachers’ marking of
    their work. There is sometimes a lack of opportunities for pupils routinely to respond to
    comments that have been made and, therefore, the impact of learning is lost.
The behaviour and safety of pupils are outstanding
  • Pupils behave extremely well in their classes, in assembly, at break times and around the school.
    They enjoy their activities and want to do well. Pupils show excellent levels of concentration and
    attention in lessons and respect for each other’s work and effort. There is no disruptive
    behaviour in lessons.
  • Pupils love learning. They work well together, sharing ideas and supporting each other. In
    addition, they take responsibility for their behaviour and that of others. For example, older pupils
    support younger pupils and act as peer mediators in the playground. Pupils are polite, friendly
    and they listen to each other’s views and celebrate each other’s successes.
  • Teaching and support staff make sure that the school is a welcoming, calm and orderly place.
    Staff expect the best of pupils’ behaviour. Members of staff work together as a cohesive team
    and provide an excellent role model for pupils. They make sure that no discrimination is
    tolerated at all.
  • Pupils say behaviour is very good and bullying of any kind is extremely rare. Pupils say that if
    there were any problems they would be quickly sorted out by the staff. Nearly all parents and
    carers believe that behaviour is very good.
  • Pupils say they feel very safe at school. They identify possible hazards and make a contribution
    to a safe, positive learning environment. They have a good understanding of the dangers of
    internet safety and have a good awareness of possible dangers around them.
  • Pupils’ attendance at school is higher than in most schools and there is no persistent absence.
The leadership and management are good
  • The headteacher’s leadership is clear and purposeful. Her determination that all pupils should
    have an equal chance of being successful lies at the heart of school improvement. Systematic
    checks on the quality of teaching and information on pupils’ progress identify very accurately
    what the next steps in improvement should be. The ongoing focus on improving the quality of
    teaching has been successful so that teaching is typically good with examples of outstanding
    practice, ensuring learning is consistent for all groups.
  • The headteacher has instilled a positive atmosphere based on the excellent relationships among
    the pupils and between the adults and pupils. There is a strong sense of team work among the
    staff and a desire to raise standards further. This was seen in the unanimous positive response
    from staff in their survey, all of whom agreed that they were proud to be a member of staff of
    this school.
  • Rigorous checks on the work of the school take place regularly. Meetings to discuss pupils’
    progress reflect a clear focus on making sure the pupils’ potential is reached and that teachers
    consistently track their achievement. These actions have resulted in improvements in teaching,
    learning and pupils’ progress.
  • Improving attendance to above-average levels has been a success. Leaders and all staff work
    well with parents and carers, ensuring there is no discrimination and that all pupils are treated
  • Even though the school is small, the headteacher has successfully distributed responsibility
    among staff. Teaching assistants feel involved and challenged in their work. Subject coordinators
    are developing a good range of strategies to check the quality of work in their areas of
  • Excellent relationships through the school, the development of high-quality artwork, pupil
    performances including the popular maypole dancing, sporting and music opportunities underpin
    pupils’ spiritual, moral, social and cultural development.
  • The partnership with parents and carers is strong. Nearly all those who added their thoughts to
    Parent View stated that they would recommend the school to other parents and carers. The
    recognition that the school is an extremely caring environment came through in conversations
    with parents and staff and was clearly demonstrated during the inspection. One parent
    commented, ‘This is a fantastic school, a very friendly and caring school and staff are always so
    approachable.’ This is a view that is held by many parents and carers who spoke to the
  • Staff performance is managed effectively. Staff are encouraged to reflect on their practice and to
    continually improve through the targets identified for them. The school is good at making sure
    that training supports staff during this process.
  • The school has close links with the church and the local community and works effectively with
    the local cluster of schools to share ideas, training and to help and support one another.
  • There are effective safeguarding systems which make sure that pupils are kept safe.
  • The local authority has provided effective ‘light-touch’ support for this good school.
  • The governance of the school:
    The governing body uses a good range of strategies to check the school’s work. Governors are
    well informed about the school’s performance and the achievement of pupils, and receive
    detailed reports. Regular checks regarding health and safety, safeguarding and child
    protection take place. Statutory requirements are met and the budget is reviewed regularly.
    Such good practice, together with appropriate training, is making sure that governors
    challenge and support the school. This allows them to raise questions, for example, about
    progress in phonics. The governors have undertaken a major role in development of the plans
    for an extensive, new building project. The management of teachers’ performance is used well
    to challenge and improve the school. Governors know about the quality of teaching and what
    is done to reward good teaching and tackle any underperformance. The governing body is
    fully aware of its responsibilities regarding teachers’ pay and systems for setting targets for
    teachers. Governors have a clear understanding of the pupils who are eligible for the pupil
    premium and how the funding is used to improve these pupils’ progress.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 116837
Local authority Worcestershire
Inspection number 412657

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school First
School category Voluntary controlled
Age range of pupils 4–10
Gender of pupils Mixed
Number of pupils on the school roll 67
Appropriate authority The governing body
Chair Roger Keeling
Headteacher Pernilla Pascolutti
Date of previous school inspection 29 September 2009
Telephone number 01386 725235
Fax number 01386 725235
Email address reveal email: off…


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