St Paul's Church of England Combined School, Wooburn

Inspection of a school judged good for overall effectiveness before September 2024: St Paul’s Church of England Combined School, Wooburn Stratford Drive, Wooburn Green, High Wycombe, Buckinghamshire HP10 0QH

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Outcome

St Paul’s Church of England Combined School, Wooburn has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

This is a welcoming and inclusive school. Pupils are nurtured and quickly develop their confidence. The school encourages pupils to meet setbacks head on. Pupils are inspired through their study of people as role models who embody resilience and courage. The school values are strongly embedded, and pupils celebrate difference.

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What is it like to attend this school?

The school is building a strong sense of community following some significant challenges, including changes in staffing. Leaders have evaluated the education that the school provides and identified clear priorities for development effectively. This strategic approach has meant the school has taken great strides in the last year. This is a happy school where pupils enjoy coming to school and are safe.

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What is it like to attend this school?

Conduct around the school is calm and respectful. Pupils are polite and well-mannered. They are quick to follow instructions and keen to do well. Older pupils contribute to the life of the school by taking on a range of leadership roles and responsibilities.

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What is it like to attend this school?

Pupils follow a broad curriculum. The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils make positive progress through the curriculum and typically achieve in line with national outcomes.

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

Leaders have high aspirations for the school. They have identified the most important knowledge that pupils need to learn. This is carefully sequenced so pupils build their understanding over time. Where possible, the curriculum is enriched with activities that 3 and 4 June 2025

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bring learning to life and make it memorable. Pupils enthusiastically take part in times tables house competitions led by teachers dressed as mathematical superheroes.

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Pupils learn effectively when they are encouraged to apply their own understanding and explore ideas critically. For example, in history, pupils demonstrate strong knowledge about the Second World War. They use both televised interviews with evacuees and a recent school trip about wartime Britain to construct carefully considered pieces of writing. However, at times, teachers do not ensure that learning is matched appropriately to pupils’ needs. When this occurs, some pupils lose interest in their learning.

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Teachers have secure subject expertise. For example, pupils are ably supported in producing some high-quality work in art, including mixed-media pieces. However, at times, teaching does not fully check pupils’ understanding. This means misconceptions are not fully addressed, and on occasion, the resources provided compound them.

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The school identifies pupils with SEND quickly. They are very well supported with targeted help when needed. Pupils with SEND generally make positive progress through the curriculum. They benefit from skilled staff who enable them to learn independently by providing them with the tools and strategies they need to access the curriculum.

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There is a growing reading culture in the school. Pupils read ambitious texts in class and understand the importance of reading. The phonics programme is set out logically to build knowledge gradually. Staff often deliver the programme very well and leaders provide training where required. Pupils who need additional support are given effective help to become fluent readers.

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The school is developing a more robust approach to developing pupils’ writing. Teachers encourage pupils to use new vocabulary in their work. The school provides extra time and opportunities for pupils to develop their writing skills. This begins in the early years. For example, Nursery staff use fun activities to strengthen children’s fine motor skills and understanding of number by drawing and retelling the story of ‘The Very Hungry Caterpillar’ together.

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Pupils attend school very well. Children in the early years learn and play with each other cooperatively, while older pupils are kind and courteous. The school skilfully develops pupils’ character and strongly promotes both perseverance and empathy. Pupils are well prepared for life in modern day Britain through valuable life experiences. Pupils take part in a range of workshops, enjoy talks given by visiting speakers and participate in various whole-school events. Younger pupils enjoy an outdoor learning programme, while older pupils participate in enterprise schemes. There is a strong offering of clubs and musical opportunities to foster talents and abilities. These include crochet, musical theatre, chess and sports.

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Governors and leaders are committed to a culture of ambition and take their duty of care very seriously. Staff feel heard and are given strong professional development. Pupils are at the heart of all decisions made. 3 and 4 June 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Learning is sometimes not matched appropriately to pupils’ needs and is not ambitious enough for pupils who have secured important knowledge and are ready to move on. This means that, at times, pupils do not learn the curriculum in the depth or speed they could. The school should ensure that teachers adapt their pedagogical methods as needed to stretch and challenge pupils so that they consistently receive an ambitious education.  The school does not routinely check pupils’ understanding effectively across all subjects. Sometimes, pupils do not fully understand concepts that prepare them for the more complex ideas, while others are ready to move on to more ambitious content. The school should ensure that teachers consistently check pupils’ understanding is secure and use this to both address misconceptions and provide further rigour for those who are ready to move on.

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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 to be 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 October 2019. 3 and 4 June 2025

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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.

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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). 3 and 4 June 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 22 and 23 October 2019, under section 5 of the Education Act 2005

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Information about this school

 The headteacher joined the school in January 2024.  The school provides a breakfast club and after-school clubs.  The school uses one unregistered alternative provision for a small number of pupils.  The school has a Church of England religious character and is in the Diocese of Oxford. The school’s most recent section 48 inspection was carried out in November 2017. The next section 48 inspection is due this year.

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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. 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 senior leaders, representatives from the governing body, a representative from the local authority, teachers and support staff. 3 and 4 June 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning, spoke to teachers and looked at samples of pupils’ work.  The inspector scrutinised a range of documents, including leaders’ evaluation of the school and priorities for school improvement.  The inspector considered the responses to Ofsted’s online survey, Ofsted Parent View. They also spoke to pupils, parents and carers and staff and took into consideration Ofsted’s surveys for staff and pupils.  The inspector checked the school’s policies and records, including those related to behaviour and pupils’ wider development.  The inspector observed pupils’ behaviour across the school, including as they arrived and left the school.  To evaluate the effectiveness of safeguarding, the inspector: 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

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safeguarding that puts pupils’ interests first.

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Inspection team

Sarah Saunders, lead inspector His Majesty’s Inspector 3 and 4 June 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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