Bushey Meads School

Inspection of Bushey Meads School Coldharbour Lane, Bushey, Hertfordshire WD23 4PA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Sixth-form provision Outstanding Overall effectiveness at previous inspection Good 12–13 November 2019

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What is it like to attend this school?

Leaders and staff have created a positive environment founded on the principle that the school, ‘has a mind to be kind.’ Staff ensure that all pupils feel welcome within the school. Pupils value each other’s differences.

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What is it like to attend this school?

Leaders have also established the understanding among staff and pupils that they ‘never give up.’ Pupils and staff work very well together. They reach for excellence in all that they do. This is particularly the case for students in the sixth form. They work very hard to achieve their ambitious goals.

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What is it like to attend this school?

Leaders have developed an exceptionally strong curriculum for pupils’ personal development. Pupils have many opportunities to learn about themselves. They speak articulately about their interests and goals in life. Staff help pupils to explore their options in life as they grow into young adults. Pupils take seriously their responsibilities as citizens in their local community and the wider world.

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What is it like to attend this school?

Pupils behave well in most lessons. They usually live up to staff’s high expectations. Pupils behave sensibly between lessons and during breaktimes. They enjoy each other’s company and look after each other.

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What is it like to attend this school?

Bullying is uncommon at this school. Pupils have confidence that staff can help them if bullying occurs. Pupils feel safe at school.

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better?

The quality of education in most areas of the school is impressive. Leaders have created an exciting and ambitious programme of learning. The curriculum meets the needs and interests of most pupils. Pupils can choose from a very wide range of subjects and qualifications. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) get the help they need to overcome their difficulties. These pupils are very well prepared for their next steps in education or employment.

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better?

Leaders ensure that all pupils can choose to study the English Baccalaureate (EBacc). Twice as many pupils completed the EBacc in 2018 than in 2017. The proportion of pupils entered for the EBacc in 2018 was nearly half the national average.

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better?

Teachers have strong subject knowledge. They know their pupils well and usually meet their needs. Teachers quickly notice when pupils misunderstand something. If pupils fall behind, teachers act swiftly and effectively. Leaders use additional funds well to provide support for disadvantaged pupils and pupils with SEND.

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better?

Leaders are making improvements so that the curriculum in some subjects matches the needs of pupils. Some pupils do not achieve as well as they should in science. 12–13 November 2019

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The sixth form stands out as an area of excellence within the school. Staff work with students to carefully match courses to the needs and aspirations of each student.

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Teachers of the sixth form are highly skilled. They create excellent opportunities for students to explore and master what they are learning. Students achieve exceptionally well in the sixth form. They are highly ambitious and value learning. They support each other with their learning exceptionally well. They also serve as fantastic role models for pupils in the younger year groups.

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Leaders’ provision for pupils’ career guidance is a considerable strength at the school. Leaders build useful partnerships with external agencies so that all pupils have rich experiences of the workplace. In 2019, all pupils in Year 11 and Year 13 left the school to train with an employer or continue their education at college or university.

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Leaders have placed pupils’ well-being at the heart of what they do. Pupils very much value the support they receive from the pastoral team. Members of the pastoral team show great sensitivity towards pupils’ emotional needs. The pastoral team enables pupils to overcome difficulties, including those relating to mental health.

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Leaders, governors and trustees at the school constantly look for ways to make the school even better. They listen carefully to the views of pupils, parents and carers, and staff. Pupils told us that they appreciate the way leaders make sure that they act on pupils’ ideas to improve the school. Staff told us that leaders take account of their well-being. Staff also said that they feel well supported by leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All adults make safeguarding their highest priority. Leaders ensure that they use their training to keep pupils safe. Adults act swiftly and appropriately when they have concerns that a pupil is at risk of harm.

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Safeguarding

Leaders support vulnerable pupils very well. Leaders work closely with external agencies to ensure that pupils receive the support they need.

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Safeguarding

Leaders carry out the checks needed to make sure adults are suitable to work with pupils. Governors and local authority representatives check that staff keep pupils safe.

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Safeguarding

Staff teach pupils how to assess risks and keep themselves safe. 12–13 November 2019

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(Information for the school and appropriate authority)

 Leaders need to ensure that the curriculum in all subjects is planned to meet the needs of all pupils. To do this, senior leaders should ensure that all curriculum leaders have the necessary understanding and skills. Senior leaders should provide training for curriculum leaders where necessary.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 12–13 November 2019

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School details

Inspection number 10110350 Type of school Secondary comprehensive

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provision

Number of pupils on the school roll 1,255

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sixth form

Date of previous inspection 7 March 2019

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Information about this school

 There has been a larger than average increase in the total number of pupils. There were 1,120 pupils in 2017 and 1,255 pupils at the time of this inspection.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors had discussions with the principal, members of the senior leadership team, the special educational needs coordinator (SENCo), curriculum leaders and the leader for the sixth form. They also had discussions with members of the local governing body and the trust board.  Inspectors analysed 329 responses to Ofsted’s online questionnaire (Parent View), 61 responses to the staff questionnaire, and 240 responses to the pupil questionnaire. 12–13 November 2019

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 Inspectors spoke with teachers, including newly qualified teachers, support staff and pupils.  Inspectors took account of a wide range of information, including the school’s website, development plans, information about pupils’ needs, leaders’ monitoring of teaching, learning and assessment, and leaders’ records about pupils’ behaviour. Inspectors reviewed documentation regarding safeguarding.  Inspectors visited lessons across the school and carried out scrutiny of pupils’ books. Inspectors started the inspection focusing on English, science, geography, history, religious education and modern foreign languages. To answer questions raised on the first day of the inspection, inspectors visited lessons in other subjects on the second day of the inspection.

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Inspection team

Al Mistrano, lead inspector Her Majesty’s Inspector

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Inspection team

Lynn Ayling Ofsted Inspector 12–13 November 2019

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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