Maiden Erlegh Chiltern Edge

Inspection of Maiden Erlegh Chiltern Edge Reades Lane, Sonning Common, Reading RG4 9LN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 10 and 11 May 2022

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What is it like to attend this school?

Pupils feel very safe at this school. They are tolerant and accepting of others. Pupils say that any instances of unkindness or bullying are always followed up. Relationships are strong and supportive. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. This is because teachers know them well.

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What is it like to attend this school?

Pupils are responsible and respectful. Behaviour and attitudes are positive. Routines and expectations are clear. As a result, there is a calm and purposeful learning environment across the school. Pupils respond well to praise and appreciate the respect teachers show them. They work hard to match their teachers’ high expectations. Pupils are happy and enjoy school.

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What is it like to attend this school?

There is an extensive range of extra-curricular activities on offer. The programme includes pirate puzzles, show rehearsals, girls’ football and an Amnesty International group as well as clubs for Latin, gifted scientists and photography. These clubs are well attended by pupils, including disadvantaged pupils and those with SEND.

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What is it like to attend this school?

Parents are overwhelmingly complimentary about the school. A typical response from one parent said, ‘The staff at the school are incredible. They know the pupils well and engage with them on an individual level. I would recommend this school to everyone who asks me’.

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better?

The curriculum is well organised and logically ordered. It builds systematically on the content of the primary phase. Links with the post-16 curriculum are developmental so the transition into college is seamless. Curriculum content matches, and often exceeds, the national curriculum. The curriculum intent is ambitious and challenging. However, the quality of the curriculum delivery, in an exceedingly small number of subjects, is variable. Leaders are aware, and they are taking decisive and effective action to address this.

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better?

Additional funding has been used strategically to offer tutoring for disadvantaged pupils, as well as activities to benefit their cultural capital. These pupils are encouraged to take on school leadership roles to strengthen their involvement with the school. Pupils with SEND are actively engaged and challenged. Carefully targeted interventions have led to improved attendance and fewer exclusions. Punctuality and attendance of these pupils is similar to their peers.

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better?

Teachers use their strong subject knowledge to enthuse pupils and deepen their knowledge. Professional development ensures that teachers have a wide repertoire of pedagogical approaches. This training ensures that lessons are engaging and valued. Teachers use assessment to check pupils’ understanding, inform teaching 10 and 11 May 2022

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and evaluate the curriculum. Leaders say that assessment processes are evolving. Much of the good practice seen is worthy of being shared across all subjects.

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The personal, social, moral, spiritual and cultural (PSMSC) programme is well led and professionally managed. PSMSC is prioritised on the timetable and teaching staff are supported through regular training. There are good links with tutor time, assemblies and other subjects, including science and computing.

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Pupils are well prepared for their future career opportunities. The school provides appropriate activities and experiences to enable them to make informed choices. These include careers fairs and careers interviews as well as visits by employers and work experience.

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The school’s reading programme is successful in raising aspirations and encouraging a love of reading. Ambitious reading books are well matched to the themes raised in the PSMSC programme. Form tutors have received training to support their reading to pupils in tutor time.

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Staff are incredibly positive about the leadership of the school. They appreciate their steadfast support for their workload as well as their welfare and well-being. All staff responding to the staff survey said they were proud to be a member of staff.

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The school is increasingly valued across the community. Correspondence from the local parish council commends the school's community involvement. It says that the school is ‘very much part of the village community’.

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Governors and trustees have very good knowledge and awareness of the school. Regular reports to the board are detailed, reflective and challenging. Relationships between the school, the board and trustees are harmonious and mutually beneficial.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

A culture of safeguarding pervades the school. The welfare, well-being and safety of all pupils are a high priority. Staff receive regular safeguarding training and frequent updates. They know how to identify risks and what to do if they have any concerns. The single central record is compliant and frequently reviewed by the trust.

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Safeguarding

Leaders provide appropriate safeguarding education to pupils. Pupils are aware of safeguarding issues through PSMSC lessons, assemblies and tutor time. They are clear about who to go to with any concerns. Pupils say that the school has been supportive in raising their awareness of sexual harassment and consent. 10 and 11 May 2022

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(Information for the school and appropriate authority)

 In an exceedingly small number of subjects, the school’s curriculum is not yet implemented securely and consistently. This means that the impact of the curriculum in these subjects is not as assured as it is in other subjects. Leaders should continue to share the best practice that already exists so that curriculum implementation is securely and consistently embedded across the school.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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 are the school and you are 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. 10 and 11 May 2022

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School details

Inspection number 10239647 Type of school Secondary

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School details

Appropriate authority The governing body

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School details

Website www.maidenerleghchilternedge.co.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is a much smaller than average secondary school and is part of the Maiden Erlegh Trust. The school became an academy in September 2018. The predecessor school was judged to be inadequate in March 2017.  Three pupils attend alternative provision on a part-time basis at two education providers recommended by the local authority.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical educational qualifications and apprenticeships.

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Information about this inspection

The inspector(s) carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 10 and 11 May 2022

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 Inspectors conducted deep dives in English, science, history and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, talked to teachers, spoke with pupils about their learning and looked at examples of pupils’ work.  Inspectors held meetings with senior leaders, middle leaders, staff and pupils. They reviewed the single central record and checked the school’s safeguarding practices and procedures.  Inspectors considered school policies, curriculum documentation, behaviour logs, attendance records and destination statistics. The lead inspector met, in person and remotely, with trust and board members  Inspectors considered 66 responses to the Ofsted Parent View online questionnaire and 50 additional written comments from parents. They looked at the survey returns completed by 48 staff and 23 pupils. Inspectors also received a

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small number of email responses, via the school, from parents and a letter written on behalf of the local parish council.

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Inspection team

Paul Metcalf, lead inspector Ofsted Inspector

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Inspection team

Jane Cartwright Ofsted Inspector 10 and 11 May 2022

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