Flyford Flavell Primary School

Flyford Flavell Primary School is a small, inclusive primary school where pupils are happy, well known and highly motivated to learn. Behaviour and attendance are particular strengths: pupils conduct themselves exceptionally well, relationships are strong, and attendance is consistently above national averages, including for disadvantaged pupils and those with SEND. Personal development is also a standout feature, with a broad PSHE curriculum, extensive clubs and trips, and meaningful pupil leadership opportunities helping pupils become confident, resilient and thoughtful young people. Pupils achieve well overall, especially in reading, writing and mathematics, where outcomes are above national averages over time. Disadvantaged pupils attain well, pupils with SEND make appropriate progress, and children in the early years get off to a secure start. The curriculum is ambitious and generally well sequenced, and phonics is taught effectively. Leaders and governors have created a culture of high expectations, know the school well and act quickly when improvement is needed. The main areas for further development are in the wider curriculum. In some subjects, the precise knowledge and skills pupils should learn are not defined clearly enough, which can make gaps in understanding harder to identify. Pupils’ written work does not always reflect the depth of their understanding, and leaders have been asked to refine curriculum sequencing across all subjects and year groups, including the early years, so that staff can check understanding more effectively and help pupils demonstrate greater depth.

Strengths

• Pupils’ behaviour is excellent, with calm, respectful and inclusive attitudes throughout the school.
• Attendance is consistently above national averages, including for disadvantaged pupils and pupils with SEND.
• Personal development is extensive and inclusive, with a strong PSHE curriculum and wide range of clubs, trips and visitors.
• Pupil leadership opportunities, such as eco council and sports leader roles, build confidence and responsibility.
• Pupils achieve particularly well in reading, writing and mathematics, with outcomes above national averages over time.
• Disadvantaged pupils attain well and often reach the same high standards as their peers.
• Phonics is taught effectively, and children in the early years get off to a secure start.
• Leaders and governors have high expectations, know pupils well and act quickly when improvement is needed.
• The school is inclusive, with early identification of need and bespoke support for pupils and families.
• Staff value the support leaders provide for their wellbeing and are proud to work at the school.

Areas for Improvement

• In some curriculum areas, the key knowledge pupils should learn is not clearly defined, making gaps in knowledge harder to identify.
• Pupils’ written work does not always reflect the depth of their understanding.
• Leaders should refine and sequence the wider curriculum, including in the early years, so that precise knowledge and skills are clearly identified and used to check understanding.
• Leaders should ensure the consistency seen in reading, writing and mathematics is reflected across all curriculum subjects and year groups.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Flyford Flavell Primary School attended 96.6% of sessions (the national figure for primary schools was 94.8%). 3.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Flyford Flavell Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Flyford Flavell Primary School had 17.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 15.2% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 11.5% of pupils at Flyford Flavell Primary School were on SEN support (nationally 15.4%) and 3.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Flyford Flavell Primary School received £8,381 and spent £8,315 for each of its 113 pupils. It ended the year with reserves of £146,000 (£1,296 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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• Secondary Schools

All schools in Worcester · Worcestershire local authority: places and applications

What is Flyford Flavell Primary School's Ofsted rating?

The latest Ofsted rating for Flyford Flavell Primary School is Expected standard, from an inspection in October 2026.

When was Flyford Flavell Primary School last inspected by Ofsted?

Flyford Flavell Primary School was last inspected in October 2026.

How many pupils does Flyford Flavell Primary School have?

Flyford Flavell Primary School has 113 pupils on roll.

What age range does Flyford Flavell Primary School cover?

Flyford Flavell Primary School for pupils aged 5 to 11.

What are Flyford Flavell Primary School's SATs (KS2) results?

In 2025, 76% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Flyford Flavell Primary School?

Flyford Flavell Primary School is at Radford Road, Flyford Flavell, Worcester, Worcestershire, WR7 4BS.