Pershore High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1127
AGES
12 - 18
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
01905 822700

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(20/9/17)
Full Report - All Reports
68%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Station Road
Pershore
WR10 2BX
01386552471

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your leadership team and the governing body share a strong determination to continuously improve the quality of education at Pershore High School. You know the school well, having served as a deputy headteacher before your recent appointment as headteacher. You benefit from the support of a highly effective and committed governing body. You and your staff are determined that all pupils, regardless of their circumstances, are provided with the quality of teaching and support they need to succeed. In 2016 and 2017 Year 13 students made progress broadly in line with national averages. While, in 2017, most pupils who took examinations in Year 11 made good progress in their GCSEs, some groups of pupils made less progress than they were capable of. You and your team have taken swift and successful action to address the issues that affected the progress of these groups of pupils. You ensure that the curriculum is broad, rich, and meets the needs of pupils. For example, you have reviewed the curriculum so that pupils who are studying for vocational qualifications can also study for suitable academic GCSEs. You have developed the monitoring and evaluation of the quality of teaching, learning and assessment to ensure that effective practice is consistent across subject areas. Leaders carry out checks on the quality of teaching and give precise feedback to teachers on how to improve. In addition to this you have introduced more effective coordination of intervention strategies for pupils who require additional support so that teachers and support staff work more closely together. The clear strategies you have put in place with the leadership team to improve teaching and support for pupils are having a positive impact on current pupils’ progress across the curriculum. From the start of this academic year, the school has become part of a multi-academy trust with the three first schools that are its main feeder schools. You are working closely with the governors and trustees of the multi-academy trust to make sure that this new structure enhances the experience of pupils, raises standards and strengthens links with the community. Parent View, Ofsted’s online survey, and discussions held during the inspection show that pupils, parents and staff have an overwhelmingly positive opinion of the school. Pupils talk about the support they get from teachers as one of the main reasons why they enjoy school. Pupils of all ages get involved in the popular lunchtime and after-school clubs which offer activities such as music, drama, chess, debating and a wide range of sports. Students in the sixth form are actively encouraged to play a role in the school community as leaders and mentors. They welcome the opportunities provided to them and are keen to take responsibility for their own learning. Parents value the quality of education that the school provides. For example, one commented that ‘communication is excellent’ while another said that ’staff are approachable’. Another commented that ‘pupils benefit from a huge range of experiences and opportunities’. The work of the resource base for autistic pupils is also praised by parents. The vast majority of staff are positive about the leadership of the school and feel well supported in their work. In the staff survey, conducted as part of the inspection, the vast majority of staff agreed that they enjoy working at the school. The previous inspection report highlighted the following area for improvement: Increase the proportion of outstanding teaching, so that all students make rapid progress, by making sure that: – all teachers carefully check students’ understanding during lessons so that they are moved on to new tasks at the right time – students are given enough opportunities to discuss their learning during lessons. Evidence gathered during the inspection showed that you are successfully addressing the area for improvement from the previous inspection report. Your records show that the proportion of teaching that results in pupils making rapid progress is increasing over time. During lessons we observed evidence of teachers checking pupils’ understanding which enabled them to identify any misconceptions. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Leaders and governors ensure that there is a strong culture of safeguarding. They have a reflective approach to keeping pupils safe and regularly review practices in order to make them more effective. As a result, leaders and staff are alert to potential risks and know how to respond to concerns. The school works effectively with external agencies. Records show that swift actions are taken to support pupils at risk and that these actions are followed up systematically to ensure positive outcomes. Pupils feel safe at the school. They are well informed about the risks they must avoid at school, in their life at home and in the community. For example, pupils are clear about how to safely use social media and the internet. The school also has effective ways of preventing bullying through its anti-bullying programme. On the rare occasions that bullying takes place, records show that it is dealt with swiftly. In discussions with inspectors, pupils confirmed that they trust staff to intervene if bullying occurs. Inspection findings In 2016, while most pupils made good progress across GCSE subjects, some disadvantaged pupils and some pupils with special educational needs and/or disabilities made slower progress. You have identified this issue as a priority for improvement and have analysed the causes of this relative lack of progress. You and your team have set up rigorous systems to track the progress of pupils in order to identify and address early signs of underperformance. This has led to more effective coordination of additional support for pupils whose progress is not sufficient. There is a heightened focus on the use of additional funding to provide resources to help disadvantaged pupils and pupils who have special educational needs and/or disabilities succeed. The 2017 GCSE results show an improvement in attainment for all groups, including those targeted for additional support. However, the challenge of reducing differences in progress that you identified still remains across a range of subjects. This is why you continue to challenge middle leaders and staff, with the support of governors and your senior team, to ensure that disadvantaged pupils and those who have special needs and/or disabilities make better progress. The progress of the most able pupils, including students in the sixth form, is one of the priorities you and your team are working on, linked to the improvement needed in the quality of teaching, learning and assessment identified in the previous inspection report. You are addressing the inconsistencies that still remain in the teaching of some subject areas to ensure more consistency for pupils. You are well supported in this task by the work of link governors who work closely with the leaders of subjects where practice needs improving. You have strengthened the monitoring of teaching, learning and assessment in order to gather a wide range of evidence on the effectiveness of practice. You are continuing to develop a strong culture of accountability based on reliable information on pupils’ progress. Leaders check pupils’ attitudes in class and look at the work in their books rigorously to ensure that appropriate support is in place if they fail to make sufficient progress. You get effective challenge and support from the governing body. As a result, you, your leadership team and governors have an accurate knowledge of the quality of teaching, learning and assessment which allows you to make improvements effectively.

Pershore High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 52% Agree 39% Disagree 7% Strongly Disagree 1% Don't Know 2% {"strongly_agree"=>52, "agree"=>39, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>2} Figures based on 122 responses up to 08-02-2018
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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

unlock

Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

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Figures based on 122 responses up to 08-02-2018

Responses taken from Ofsted Parent View

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