Whitehouse Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Whitehouse Primary School Vaynol Way, Whitehouse, Milton Keynes, Buckinghamshire MK8 1AG

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Inspection dates: 14 and 15 January 2025

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Linda Kelly. This school is part of Inspiring Futures through Learning multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sarah Bennett and overseen by a board of trustees, chaired by Marilyn Hubbard.

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What is it like to attend this school?

Pupils are eager to arrive each morning as they are excited to see their classmates and take part in their morning ‘crew’ sessions. During these sessions they get to share their worries and achievements in a supportive space. This sets them up positively for the day. Pupils are happy and safe here. The relationships they have with their peers and staff are founded on mutual respect.

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What is it like to attend this school?

In lessons across the school, pupils engage in their learning with enthusiasm and perseverance. Staff have the highest expectations for what pupils can achieve academically and how they conduct themselves at the school. Pupils rise to these expectations.

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What is it like to attend this school?

Pupils behave consistently well in lessons and around the school. Bullying is not tolerated here. Pupils learn to collaborate through paired and group work from the moment they join the Nursery. Their ability to work effectively as part of a team develops as they move up the school.

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What is it like to attend this school?

The school’s work to promote pupils’ personal development and welfare is impressive. Leaders make it possible for every single child to take part in a wealth of experiences during their time here. These experiences include a range of school visits, such as trips to 14 and 15 January 2025

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space centres, parks and museums, as well as the chance to attend a large variety of clubs.

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What does the school do well and what does it need to do better?

The curriculum is broad, ambitious and coherent. The school designed the curriculum based on respected research about how pupils learn. Staff regularly review what pupils will learn to ensure that it is fit for purpose. Many pupils who attend the school have special educational needs and/or disabilities (SEND) or speak English as an additional language (EAL). The curriculum is adapted to ensure that these pupils achieve well. Leaders have prioritised the development of pupils’ language and communication skills. Teachers model how to use sophisticated vocabulary. Pupils mimic staff and, with regular practice, improve their communication skills. As soon as children join in the early years, they are exposed to rhymes and traditional tales. Pupils achieve very well, regardless of their starting points.

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What does the school do well and what does it need to do better?

All staff receive regular and bespoke training. They have strong subject knowledge and deliver their lessons confidently and clearly. They check on pupils’ understanding throughout the lessons and are quick to pick up on and address any misconceptions.

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What does the school do well and what does it need to do better?

Staff adapt learning so that pupils with SEND are expertly supported to learn well. This is achieved through a variety of approaches, including the school’s skilful use of technology. The school works closely with parents and carers, as well as outside agencies, so that pupils with SEND have their needs identified and that they achieve the best possible outcomes. Most of the time, pupils with SEND learn successfully alongside their peers in the classroom. An appropriately tailored approach is put in place for some pupils with more complex needs.

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What does the school do well and what does it need to do better?

The school ensures that pupils learn to read. Pupils at risk of falling behind are swiftly identified. They receive the support they need to catch up quickly. This includes working with staff in small groups to address precise gaps in pupils’ knowledge. Reading remains a priority as pupils move up the school. The love of reading is promoted by all staff through carefully chosen texts. Pupils enjoy their weekly visits to the school library. Early mathematics is equally well considered. Children in the early years regularly talk about numbers and learn to understand their values. Staff build on this each year, resulting in pupils achieving extremely well at the end of key stage 2. Pupils are fully prepared for the next stage in their education. The school’s own multiplication songs help pupils remember their multiplication facts in a fun and engaging way.

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What does the school do well and what does it need to do better?

Staff are overwhelmingly proud to work here. They appreciate the ongoing training and support they get. Governors and trustees know the school well and both support leaders and hold them to account. Parents are happy with the school and engage with school activities. They value the effort staff put into making this a happy place where their children are nurtured.

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What does the school do well and what does it need to do better?

The school’s work to develop pupils’ character is exemplary. This is achieved through a carefully designed personal, social and health education curriculum and a wealth of 14 and 15 January 2025

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experiences. The school’s ‘everyone is crew not a passenger’ approach is a key part of this. Pupils learn how to be good citizens and how to help their community through charity work. There are many jobs pupils can apply for, such as ‘well-being ambassadors’ and ‘futures leaders’. In these roles they actively take part in improving the school, including their work on making the school eco-friendly and improving the outside area. Pupils can talk to any member of staff about any worries or concerns they may have. They learn about how to keep safe in and outside school, including when online.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.

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How can I feed back my views?

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. 14 and 15 January 2025

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 January 2025

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School details

Dates of previous inspection 11 and 12 June 2019, under section 5 of the Education Act 2005

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Information about this school

 This school has more than doubled in the number of pupils on roll since the previous inspection. It is now an above-average-sized school.  There are a large number of pupils with EAL.  This school is part of Inspiring Futures through Learning multi-academy trust.  The school runs its own breakfast club provision.  The school does not currently use any alternative provision for its pupils.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 14 and 15 January 2025

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 The inspectors spoke to school leaders, including the headteacher, the assistant headteachers and the deputy head teachers. In addition, they spoke to governors and trustees, including the chair of governors and chair of trustees. They spoke to the CEO of the multi-academy trust alongside the head of school development and a trust school improvement lead.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors gathered the views of pupils and staff through discussions and from the

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online surveys.  The inspectors gathered the views of parents spoken to at the school gate and through the responses to the online survey, Ofsted Parent View.

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Inspection team

Aliki Constantopoulou, lead inspector His Majesty’s Inspector

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Inspection team

Clare Morgan Ofsted Inspector 14 and 15 January 2025

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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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