Olney Middle School

Inspection of a school judged good for overall effectiveness before September 2024: Olney Middle School Yardley Road, Olney, Buckinghamshire MK46 5DZ

p.1

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.

p.1

Outcome

The headteacher of this school is Richard Bosworth. The school is part of the Inspiring Futures Through Learning Multi Academy Trust, which means other people in the trust also have responsibility for the running of the school. The trust is run by a chief executive officer (CEO), Sarah Bennett, and overseen by a board of trustees, chaired by Marilyn Hubbard.

p.1

What is it like to attend this school?

The school values of ‘character, community, excellence, kindness and curiosity’ are fully realised and lived out by the pupils and staff. Pupils feel safe and treat each other with respect and kindness. They understand the importance of character building and why it is important to be the best you can be.

p.1

What is it like to attend this school?

The school has created a highly ambitious curriculum that inspires pupils to become inquisitive and independent learners. Pupils are curious about the world around them and debate the global news events that they learn about. They focus well in lessons. Because of this, pupils, including those pupils with special educational needs and/or disabilities (SEND), achieve well, performing above national averages in some subjects.

p.1

What is it like to attend this school?

The new leadership team has exceptionally high expectations of pupils’ behaviour and achievement. Pupils have an excellent understanding of the school rules. Relationships between staff and pupils are extremely warm and respectful. Where pupils may need additional support, leaders take effective action to enable them to be successful.

p.1

What is it like to attend this school?

Pupils benefit from a range of exciting trips and experiences, which link carefully to the curriculum they study. They look forward to the many sporting opportunities available to 29 and 30 April 2025

p.1

2

them and to the local events they can take part in, such as the pancake race and colour run.

p.2

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

The school’s broad curriculum steadily builds pupils’ knowledge over time. There is a clear sequential journey mapped out. Pupils have access to a range of tools and information to support their learning. They are exposed to vocabulary that has been carefully considered. Teachers’ subject knowledge is strong. They deepen pupils’ learning through challenging them to think and explain. For example, pupils use their knowledge of language and vocabulary to work out the meaning of new and challenging words they are being taught.

p.2

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

Teachers have well-established ways to check on pupils’ learning. This includes the use of technology to quiz pupils’ understanding, where results are used by staff to intervene and close any gaps in pupil knowledge. The use of technology is not an add-on; it is woven seamlessly into classroom practice for every child. Pupils access a range of resources for supporting their learning including voice notes, overlays and prompts.

p.2

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

Expert staff teach pupils to read well. Any pupils who find learning to read more difficult are helped to catch up through carefully targeted support. Wider reading is an important part of pupils’ school experience. Pupils recognise how regular and varied reading helps them to develop their vocabulary and enjoyment of reading.

p.2

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

Pupils with identified SEND are supported to be successful and achieve well. Any needs are identified precisely. Careful adaptions enable most pupils with SEND to follow the same curriculum as others. Where appropriate, for a small number of pupils with more complex needs, the school ensures that any adapted curriculum remains as ambitious as possible. The use of a bespoke curriculum and provision for some pupils has been very successful.

p.2

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

Pupils’ behaviour in lessons and around school is excellent. Anyone who finds behaviour more difficult is supported by an expert staff team. This helps to ensure that pupils are successful in developing strategies to manage their behaviour. This is a school where pupils say behaviour is ‘good and kind’. In addition, they have confidence that they can speak to anyone to support or help them should they need it. Persistent absenteeism is low because the school builds effective relationships with the community and challenge, with support where needed.

p.2

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

Pupils strive to live up to the school’s values. They relish the chance to be a VIP for a week or to get points for their pupil passport. ‘Tea party’ with the headteacher is a real treat pupils look forward to. Pupils are respectful of others and have an age-appropriate understanding of consent. Their character development, confidence and resilience are boosted by a wide range of extra-curricular opportunities. The school’s sports teams, singing at an arena and work within the community also give pupils a chance to contribute to, and participate in, the school’s extra-curricular offer. 29 and 30 April 2025

p.2

3

Since the last inspection there has been a change in leadership. The new headteacher along with other leaders and the trust have a clear, shared vision for the school. The school ensures that pupils receive a broad, high-quality education. This vision is understood by staff, and this contributes to the school’s distinct and consistent culture. Staff are positive about the way that leaders consider their well-being and take action to manage their workload. The school has worked hard to improve further the standards since its last inspection .

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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 to be good for its overall effectiveness.

p.3

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.

p.3

Background

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

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 29 and 30 April 2025

p.3

Further information

You can search for published performance information about the school.

p.4

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). 29 and 30 April 2025

p.4

School details

Website www.olneymiddle.milton-keynes.sch.uk

p.5

School details

Dates of previous inspection 24 and 25 September 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 Olney Middle School converted to become an academy in February 2017. This is the second inspection since that conversion.  The school is part of the Inspiring Futures Through Learning trust. Staff work in close collaboration with other schools in the trust, including Olney Infant Academy, from which most pupils join the school in Year 3.  The school uses one unregistered alternative provision.  The school runs its own breakfast and after-school provision for wraparound care.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 29 and 30 April 2025

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the headteacher, associate lead, trust school improvement lead and other senior staff including the school business manager and the special educational needs coordinator.  The inspector met with members of the local governing body and representatives from the trust.  The inspector met with the CEO.  The inspector visited a sample of lessons, spoke to pupils about their learning and looked at samples of pupils’ work.  The inspector spoke with groups of pupils and observed behaviour at breaktime.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record, took into account the views of leaders, staff and pupils, and considered the

p.6

6

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector took account of a range of other information, including the school’s own self-evaluation, the school development plan, school policies and minutes from the governing board meetings.  The inspector took account of the views expressed through the online survey, Ofsted Parent View. They also took into account the online Ofsted pupil and staff surveys.

p.6

Inspection team

Simon Woodbridge, lead inspector His Majesty’s Inspector 29 and 30 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7