Brushwood Junior School

Age group 7–11 Inspection date(s) 19–20 March 2012 Inspection number 378116 Brushwood Junior School Inspection report

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Unique reference number 110523 Local authority Buckinghamshire Inspection number 378116 Inspection dates 19–20 March 2012 Lead inspector Derek Aitken

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Junior School category Foundation Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 211 Appropriate authority The governing body Chair Ian Scoones Headteacher Ray Plimsaul Date of previous school inspection 1 May 2007 School address Brushwood Road Chesham HP5 3DW Telephone number 01494 786023 Fax number 01494 793144 Email address office@brushwood-jun.bucks.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. During the inspection, two year groups were out of school for varying periods of time on short, local educational visits in connection with a theme week of activities relating to religious education. Inspectors visited 16 lessons taught by 13 teachers. Inspectors looked at samples of pupils’ work in English and in other subjects. Inspectors listened to two groups of pupils in Year 6 reading. Meetings were held with groups of pupils, members of the governing body and staff. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection. They observed the school’s work, and looked at documents, including policies and procedures relating to the safeguarding of pupils, self-evaluation records and assessment information. The inspectors analysed responses to questionnaires from 156 parents and carers, 99

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Information about the school

Brushwood Junior is a little smaller than most primary schools, but the school roll has increased substantially this year. Most pupils are from White British backgrounds, but a quarter of pupils come from minority ethnic heritage, of which the largest grouping is Pakistani. The proportion of pupils known to be eligible for free school meals is below average. The percentage of disabled pupils and those with special educational needs is broadly average, but the number of pupils with statements for varying types of special educational needs is much higher than is usually the case.

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Information about the school

The school meets the current government floor standards, which set minimum expectations for attainment and progress.

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Information about the school

The school holds the Healthy Schools, Artsmark Silver and Unicef’s Rights Respecting (level 2) awards. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key findings

 This is an outstanding school. Its overall effectiveness has improved since it was previously inspected. The high esteem in which it is held by parents and carers is entirely justified as all aspects of its work are excellent.

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Key findings

 Pupils achieve exceptionally well throughout their time in this school. Staff make excellent use of their detailed knowledge of the personal and academic characteristics of each pupil to ensure that all pupils, including disabled pupils, those with special educational needs and those at risk of falling behind, realise their potential. An outstanding curriculum which is precisely tailored to individual needs ensures that pupils’ spiritual, moral, social and cultural development is excellent.

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Key findings

 The quality of teaching is outstanding. Creative approaches and resources spark pupils’ enthusiasm and engage them fully. Pupils’ personal targets are woven skilfully into lessons to provide pupils with good opportunities to reflect on and improve their work. Very occasionally, teachers do not provide enough opportunities for pupils to share and review what they have learned or do not provide quite enough support to help pupils to tackle their challenging tasks.

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Key findings

 Pupils’ behaviour and safety are outstanding. They are extremely well motivated, and display high levels of tolerance and respect towards each other and the staff. Pupils, and their parents and carers, believe that they are very well cared for and that the school is an exceptionally safe place.

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Key findings

 Leaders and managers have high aspirations for pupils’ academic progress and well-being, and successfully meet their goals. Teaching has improved as a result of highly purposeful professional development and careful monitoring. Key members of the governing body have a good overview of the school and contribute usefully to its strategic direction. Procedures to enable all governors to acquire detailed first-hand knowledge of the school’s work are not fully developed. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Ensure that existing excellent practice in the following two areas is promoted across all classes: - sharing and discussing the learning of all groups of pupils regularly to enable them to all benefit from a wide range of ideas for improving their work - achieving an appropriate balance between promoting pupils’ independent learning and providing them with the small steps of support they need to work through their challenging tasks securely.

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What does the school need to do to improve further?

 Enhance the capacity of all members of the governing body to contribute to school development by providing a wider range of opportunities for them to acquire a first-hand understanding of the quality of provision.

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Achievement of pupils

Pupils’ attainment on entry to Year 3 is broadly average. They make excellent progress over Key Stage 2 so that, by the end of Year 6, attainment is significantly above average. Pupils’ attainment has improved since the previous inspection and there are no significant differences between the performance of boys and girls. Pupils with disabilities and those with special educational needs also make exceptional progress. The few pupils known to be eligible for free school meals also attain more highly than their national peers. Pakistani pupils attain slightly less well than their White British counterparts at the higher level but make equally strong progress from their starting points which are frequently lower on entry to Year 3.

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Achievement of pupils

Pupils’ attainment in reading is significantly above average by the end of Year 6. They enjoy practising their reading skills; most read regularly from a wide range of texts at home and record conscientiously details and written responses to their reading in their logs or journals. Pupils’ mathematical and writing skills are similarly significantly above average by the time they leave. They achieve especially well in mathematics where they are particularly adept at solving difficult problems.

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Achievement of pupils

Parents and carers who responded to the questionnaire, including those whose children have recently transferred to the school, are highly satisfied with their children’s achievement. Over time, pupils’ literacy and numeracy skills demonstrate significant improvement. Disabled pupils and those with special educational needs make rapid progress. For example, in an excellent Year 5 lesson, these pupils planned and created their own sensory garden through the medium of music and art, using expressive vocabulary to explain the growth cycles of fruits and vegetables. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Quality of teaching

With very few exceptions, parents and carers who responded to the questionnaire stated that pupils were taught well. Inspection findings show that teaching is outstanding. In all lessons, teachers’ high expectations of pupils’ behaviour and progress foster very secure relationships and promote pupils’ spiritual, moral, social and cultural development extremely well. The curriculum provides an outstanding framework for teachers’ planning and is equally well developed for literacy and numeracy. Staff plan regular theme weeks, not only to add interest to pupils’ learning but also to extend the curriculum and tackle perceived gaps in pupils’ achievement. These unannounced weeks provide pupils with exciting opportunities to boost their self-confidence, work collaboratively and apply their skills in new contexts. Pupils make effective use of information and communication technology (ICT), independent research and homework to improve their writing skills, for

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Quality of teaching

example through the incorporation of ambitious connectives and descriptive vocabulary.

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Quality of teaching

Teachers plan lessons carefully to ensure pupils learn systematically and at a fast pace. Work is closely matched to meet the needs of all groups of pupils. Staff are particularly adept in promoting pupils’ speaking skills and in monitoring pupils’ progress to identify weaknesses which are then addressed by a flexible programme of individual or small group interventions. These include short, rapid reading sessions and paired-talk lessons which accelerate the acquisition of language for lower- attaining pupils and those pupils at an early stage of learning English. Similarly, disabled pupils and those with special educational needs benefit from intensive practice, for example in high-frequency words, developing their capacity to work unaided. Teaching assistants support these groups exceptionally well, enabling them to take great strides in improving the quality of their work.

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Quality of teaching

Teachers’ excellent subject knowledge, dynamic teaching and highly effective use of assessment propel pupils’ learning forward. Pupils respond well to challenging, investigative tasks and opportunities to demonstrate their speaking and problem- solving skills. For example, in a Year 6 lesson, pupils used logical and systematic approaches to work through various mathematical puzzles and explained their reasoning for the selection of prime and squared numbers.

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Quality of teaching

On a very few occasions, teachers overestimate what pupils can achieve independently and omit to provide them with the small steps of guidance or resources needed to secure their learning. Teachers check pupils’ progress through skilful use of questions, but do not always provide enough opportunities for all pupils to learn from each other and clarify their ideas, for example to enhance their writing skills. Teachers provide pupils with detailed, helpful marking closely linked to their personal targets. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Behaviour and safety of pupils

Pupils’ resilience and responsiveness are important factors in their great enjoyment of school. They report that anyone can see how happy they are to be in school by the friendly way in which pupils play together. Parents and carers are rightly unanimous in their views that their children are extremely safe and very well looked after in school. Pupils agree with these opinions and have a clear sense that the school is an exceptionally cohesive community. They contribute to the school very effectively in a wide range of useful roles. They benefit from excellent opportunities to explore and reflect on the concept of community at local, national and global levels, and to consider and express informed views on the human rights of individuals and groups. They feel valued as relationships are excellent and there is a tangible climate of mutual respect. Pupils are proud to receive various forms of recognition for their efforts and achievements. They display exemplary attitudes

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Behaviour and safety of pupils

towards each other and their learning. They concentrate fully, persevere and exhibit a determination to succeed. They are extremely keen to support each other to learn well, for example in lessons where individual pupils adopt group leadership roles.

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Behaviour and safety of pupils

Pupils develop a strong moral code which is aligned with the school’s values and rules. They behave exceptionally well in lessons, assemblies and in the playground. They understand the school’s expectations and respond promptly to guidance, as reflected in the absence of any forms of exclusion in the school records. These records also demonstrate that any untoward incidents, including those with a homophobic or racial behaviour perspective, are extremely rare and that high standards of behaviour have been maintained over time. Pupils report that any form of bullying is virtually unknown in school and that the very infrequent incidences of horseplay are tackled swiftly by staff. Pupils acquire an excellent understanding of situations that might endanger their personal safety. Even the younger pupils confidently apply their ‘five finger friends’ (sources of help in times of need) to situations where they might feel troubled. Pupils’ sense of well-being in school is

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Behaviour and safety of pupils

reflected in their consistently above-average attendance.

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Leadership and management

Outstanding leadership has resulted in significant improvements to outcomes for pupils since the previous inspection. Rigorous standards for staff performance are met well. Staff have strong expectations and morale is high. There is a clear momentum for continuous improvement to realise a vision where only the best will do. Procedures, for example for the monitoring of teaching and learning, are closely aligned to whole-school priorities and the needs of individual staff. Curriculum leadership is excellent, reflected in the exceptionally broad and balanced curriculum. Highly qualified staff have made expert use of self-study, research opportunities to coach new staff and to implement and monitor far-reaching improvements to the curriculum, for example in ICT. This has enabled pupils to acquire a greater range of technological skills and helped them reinforce and extend their skills in other subjects. Results of monitoring are fed into a clear school development plan and key

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Leadership and management

priorities are tackled with determination. Detailed tracking is used exceptionally well Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Leadership and management

to adapt the curriculum to meet individual needs and to allocate resources accordingly.

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Leadership and management

Leaders are clearly focused on tackling discrimination and minimising gaps between groups of learners, and monitor interventions stringently to ensure their efforts are successful. Staff leave no stone unturned to further pupils’ spiritual, moral, social and cultural development in keeping with the school’s prestigious Unicef award. The school promotes equal opportunities exceptionally well, as reflected in the highly positive outcomes for all groups of pupils. Members of the governing body are similarly ambitious and influential in determining overall strategy. However, some procedures to enable individual governors to develop their evaluative roles are not embedded in the school’s work. Leaders and governors ensure safeguarding arrangements meet statutory requirements. The school is energetic in sharing its expertise with other schools and in developing partnerships, including with local infant schools, which smooth the integration of new pupils, both socially and

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Leadership and management

academically. Its capacity for sustained development is outstanding.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Brushwood Junior School, Chesham HP5 3DW

I would like to thank you for your help when the inspection team visited your school recently, and for sharing your views with us, including through the questionnaires you completed. Yours is an outstanding school.

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Inspection of Brushwood Junior School, Chesham HP5 3DW

 You are exceptionally well cared for by the staff. You respond superbly by behaving excellently. Your attitudes to learning, tolerance for each other and relationships with the staff are excellent.  You are taught exceptionally well and this helps you take big strides in your learning. By the end of Year 6, your attainment is above average and you have made excellent progress in English, mathematics and many other subjects. This is because the staff make every effort to provide you with challenging, imaginative activities to develop your skills.  The staff are exceptionally well led by the senior leaders. They set themselves high standards and work very hard to ensure no pupil is left behind in their learning. They are consistently seeking new ways to make your learning as interesting and effective as possible, and to improve your experiences in school.

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Inspection of Brushwood Junior School, Chesham HP5 3DW

We have asked the staff and members of the governing body to do three things to help you learn even better.

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Inspection of Brushwood Junior School, Chesham HP5 3DW

 Make sure you all have good opportunities to review your learning as a class, not just as a group or with your partner, to give you more ideas about how to improve your work.  Strike the best possible balance between allowing you to work independently while not forgetting to give you support when you need it.  Make sure governors gain more first-hand knowledge of the school to help them in their work.

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Inspection of Brushwood Junior School, Chesham HP5 3DW

All of you can help by continuing to work really hard and by maintaining your above- average attendance.

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Inspection of Brushwood Junior School, Chesham HP5 3DW

Derek Aitken Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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