AN Evesham school has been described as 'warm and friendly' by Government education inspectors.

Staff and pupils of St Richard's First School learned of the positive Ofsted report just days before breaking up for their summer break.

In the report, the inspectors concluded that: "The school provides a warm and friendly welcome and promotes very well the all-round development of its pupils."

They also said that parents were happy to send their children to the school. "Teaching is good overall and presents an improving picture as shown up in pupils' work since September.

"Standards are broadly as expected in most subjects and pupils generally achieve appropriately."

They added that the school was well managed by the headteacher and the governors.

"There is promise for a bright future as well-chosen improvement strategies begin to show impact and standards of achievement are raised. The school provides good value for money."

Headteacher John Reay said he was delighted with the report. "It is a testimony to the hard work put in by the whole school community. I am extremely proud of all our children's achievements and the way in which everyone in school pulls together. St Richard's School is a good place to be."

Chairman of the school governors Lucy Vincent-Davis said work had already begun on preparing an action plan to improve the areas identified by inspectors.

"We will now be working on making St Richard's even better and have already begun to address the areas for improvement," she said.

What the School does well

The leadership of the head teacher, with the support of staff and governors

Standards in art & design, religious education, geography and history

Good provision at foundation stage

Overall good teaching and pupil behaviour

Good provision for personal development of pupils

Extra curricular activities

Maintenance and monitoring of behaviour

Strong links with parents

What could be improved

Standards in information and communication technology

Standards in maths by the end of Year Five, particularly for high attaining pupils

Systems to help teachers plan suitable work for pupils and assessing progress are not rigorous enough

The role of subject leaders and senior managers in monitoring, evaluating and target setting is not fully effective.