St Richard's CofE First School Review 2026: A calm, values-led first school with strong reading focus

This is a first school, so headline end-of-primary Key Stage 2 measures are not always as visible as they are for full primaries. Where the school does publish figures, they point to a strong early reading picture.

• In the Year 1 phonics check in 2023, the school reports 91% met the expected standard, compared with 79% across England.

• The school also publishes teacher-assessed outcomes for reading, writing and maths, including “greater depth” and “expected standard” comparisons against England figures. These are useful as directional indicators, especially when paired with the school’s stated priority on reading and its structured phonics approach.

For parents comparing local options, it is worth treating these as one part of the story. The more reliable “texture” comes from how learning is organised and checked, and the extent to which pupils are supported to keep up early.

Reading is positioned as the engine room. The school states that reading begins from Reception through systematic phonics, and that it uses Little Wandle Letters and Sounds Revised. The 2023 inspection report reinforces this picture in practical terms: structured phonics taught in a logical sequence, frequent checks of how well pupils are learning, and close matching of early books to pupils’ phonics knowledge. The implication for families is straightforward, children who thrive on clear steps and frequent feedback tend to do well in this style of early reading provision.

The wider curriculum is designed to be joined-up rather than siloed. The school describes “Sparkling Start” entry points and “Fabulous Finish” celebrations for topics, with a deliberate intent to include visits, visitors, and career links that help pupils place learning in context. A good example of what that can look like appears in official reporting too, where pupils are described as enjoying learning especially when subjects link together, supported by trips and visitors that widen horizons beyond the town.

Mathematics is described through the basics-first lens: securing number facts before pushing into harder work, with practical equipment to support understanding and application across subjects. This tends to suit pupils who benefit from concrete representations early, and it can also support confidence for those who may be anxious about maths.

Creative work is given a clear structure. In art, sketchbooks are described as travelling with pupils between year groups, which encourages continuity and reflection on progress. The school also states that it became an Arts Award Centre (Discover and Explore) in March 2023, linked with Trinity College London. The practical implication is that art is more than occasional “nice work”, there is a planned progression and recognised outcomes.

As a first school, the main transition point is after Year 5, with pupils moving to the next phase in the local three-tier structure. The school describes transition as individualised where needed, including additional visits or phased arrangements for vulnerable pupils and those with SEND, and liaison between settings to share information.

For parents, the most useful planning step is to treat Year 5 as the runway year. Ask early about how the school supports readiness for the next curriculum model, and how it works with receiving schools on both academic information and pastoral needs.

Admissions are local-authority coordinated, with criteria set out for community and voluntary controlled first and primary schools. The oversubscription priority order includes looked-after and previously looked-after children, catchment siblings, catchment children of staff, catchment, and then the equivalent categories out of catchment. Distance is measured by straight line distance using the local authority’s GIS method.

Two timing points matter for families targeting Reception entry for September 2026:

• Applications open 01 September 2025

• Closing date 15 January 2026

• Offer date 16 April 2026

Capacity and published admission number can be confusing unless you check the latest documents. The Worcestershire admissions guide lists the Published Admission Number as 45 for this school, and a Schools Adjudicator determination dated 24 July 2025 confirmed a Published Admission Number of 45 for Reception entry in 2026.

Demand has recently exceeded supply. The most recent admissions figures provided show 68 applications for 43 offers, which is around 1.58 applications per place, and aligns with an oversubscribed position.

Parents weighing chances should use the FindMySchool Map Search to check how their home distance compares with local patterns, and then treat distance as a priority factor rather than a promise.

Safeguarding roles are clearly named, with the interim headteacher listed as Designated Safeguarding Lead and multiple deputy leads. The latest Ofsted inspection in July 2023 confirmed the school continues to be Good and stated that safeguarding arrangements are effective.

Inclusion messaging is explicit. The school states that extra-curricular activities and school visits are available to all pupils, including before and after-school clubs, and that no pupil is excluded from activities due to SEND. In classroom terms, external reporting describes teachers adapting work skilfully for pupils, including those with SEND, and staff understanding needs so pupils can learn the same topics as peers.

After-school clubs are presented as a rotating menu across the year, run by staff and outside agencies. The school lists a broad set including Choir, Dance, Reading club, Hockey, Arts and Craft, Nature Detectives, Netball, Football, Cricket, French, Drama, Karate, and Multi Sports.

What makes the enrichment offer feel distinctive is how it ties back to the curriculum and values agenda:

• Forest School is described as a long-term outdoor learning approach aimed at confidence, self-esteem and self-awareness in the natural environment. The implication for pupils is that learning is not always desk-based, which can be especially positive for children who regulate better outdoors.

• Courageous Advocacy is framed as speaking up for the common good, with an explicit biblical reference and a focus on local, national and global action. In practice, this can give pupils a simple structure for charitable projects and community responsibility.

• A global link is described through work connected to African Vision Malawi and a partner school in Malawi, supporting pupils to learn about other cultures and respect differences.

• Reading enrichment includes an “Author or Poet of the Term”, author visits, and Year 5 Reading Buddies at lunchtime for pupils who want to read then.

The school day is published as 8:40am to 3:10pm for all year groups, with structured drop-off and collection arrangements by year group. Term dates for 2025 to 2026 are published online, including Inset days and half-term timing.

Wraparound care is the main practical unknown. The website clearly lists after-school clubs, but it does not set out a single, clearly labelled breakfast club or after-school care offer with hours and pricing. Families who need guaranteed childcare should confirm the current arrangements directly with the school.

Travel planning is usually straightforward for local families in the Four Pools area of Evesham, but drop-off routines and parking expectations are best checked in advance, particularly if you expect to drive at peak times.

• Interim leadership. The headteacher is listed as interim. This does not imply problems, but families who value long-term continuity may want to ask about leadership plans and how strategic priorities are being carried forward.

• Reception numbers. The Published Admission Number for Reception entry in 2026 is confirmed as 45, and recent data shows the school oversubscribed. If you are relying on a place, understand the oversubscription criteria and do not assume capacity equates to intake.

• Wraparound clarity. Clubs are well-described, but childcare-style wraparound details are not presented as a single offer on the website. Parents needing consistent cover should verify what is available and whether it is run by the school or external providers.

• Curriculum precision in a few subjects. External reporting identifies that in a small number of subjects, leaders have not specified key knowledge precisely enough, which can affect how consistently pupils learn and remember what they should. It is reasonable to ask how this is being tightened and how subject leaders are supported.

A well-organised first school with clear values, a strong reading spine, and a curriculum designed to help pupils make connections across subjects. The combination of structured phonics, topic-linked learning, and accessible clubs makes it appealing for families who want calm routines and breadth without losing focus.

Best suited to local families who value a Church of England ethos expressed through practical values, and who want early reading taught systematically. The biggest barrier is admission, especially for Reception years where numbers are capped and the school has been oversubscribed.