A Worcestershire school is celebrating the release of its latest Ofsted report.

Pershore High School has kept its overall grade of Good following an inspection earlier this year.

The curriculum, leadership team, and overall attitude of the school were praised in the report, published on Tuesday, December 13.

However, headteacher Phil Hanson is looking to continue improving.

He said: “We are very pleased that many positive aspects of the school have been recognised by the inspectors, which resulted in no change to our ‘good’ grading. 

“We are reassured that what the school needs to improve, identified by the inspectors, are areas we had already identified for improvement in our School Development Plan.

“I would like to thank students and staff for their contribution to the inspection process.”

The ungraded inspection at Pershore High School, on Station Road, was completed on November 2 and 3 of this year.

Ungraded inspections take place every four years to confirm that schools judged as ‘Good’ can continue to keep this rating.

While there has been no change on this occasion, the inspectors have recommended that the next inspection should be a graded inspection.

The report describes Pershore as an “inclusive and friendly” school where pupils are “happy” and “safe”.

It states that bullying is dealt with quickly and that leaders want the “very best” for pupils.

However, there are three main recommendations noted in the report, including ways to improve behaviour.

“Some pupils do not behave well in lessons and around the school site,” the report reads.

“Poor behaviour is not managed consistently well.

“As a result, some pupils find it difficult to learn in some lessons.

“Leaders need to ensure that policies, including the new behaviour policy, are applied consistently to improve pupils’ behaviour.”

There are also recommendations relating to the teaching of pupils with Special Educational Needs and Disabilities and the order in which certain topics are taught.

The report states: “In some subjects, leaders have not thought carefully enough about the order in which certain topics are taught. This means pupils struggle to make connections in their learning.

“Teachers do not use the information they receive about pupils with SEND consistently well. As a result, some pupils with SEND do not know or remember key parts of the curriculum as well as they could.”