Furze Platt Junior School

Inspection of Furze Platt Junior School Oaken Grove, Maidenhead, Berkshire SL6 6HQ

p.1

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Previous inspection grade Outstanding 8 and 9 July 2025

p.1

What is it like to attend this school?

Pupils thrive in this inclusive and nurturing school. Most pupils achieve well. Pupils speak with enthusiasm about their learning and the wide range of opportunities available to them. Relationships between staff and pupils are warm and respectful. They know that adults will listen and help them if they have any concerns. Pupils feel safe and happy. This helps to create a harmonious school community.

p.2

What is it like to attend this school?

Pupils have a strong understanding of the school’s expectations and routines. They are polite, courteous and show high levels of self-control. This creates a positive learning environment, where pupils are highly motivated and eager to learn. Pupils know how to keep themselves fit and healthy, both physically and mentally.

p.2

What is it like to attend this school?

Pupils value the support they receive and are proud of their achievements. The school’s values, ‘passion, well-being and respect’, are deeply embedded. Pupils develop into well- rounded citizens, who have high ambitions and feel confident to contribute to the wider community and beyond.

p.2

What is it like to attend this school?

The school provides a rich and varied curriculum, complemented by a vast offering of clubs, trips and leadership roles. Pupils enjoy these experiences and understand how they help them grow as individuals. They demonstrate a mature understanding of equality, diversity and the importance of treating everyone with respect.

p.2

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

The school provides a broad and ambitious curriculum that reflects the needs of its pupils and community. Leaders have carefully sequenced learning so that pupils build knowledge and skills over time. The curriculum is designed to prepare pupils well for the next stage of their education.

p.2

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

Reading is a clear priority. The school’s phonics programme is delivered effectively. Training to deliver phonics sessions is prioritised. Pupils who need extra help receive targeted support, which helps most pupils to become fluent readers. Books are well matched to pupils’ reading levels. Teachers promote a love of reading through high- quality texts and engaging activities.

p.2

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

Teachers have secure subject knowledge and use consistent pedagogical approaches. Lessons are calm and pupils have an appetite to learn. Teachers adapt activities to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). Pupils with SEND benefit from well-considered support and scaffolds that help them to access the curriculum. However, for some pupils, misconceptions in writing are not always addressed quickly enough. While most pupils achieve well, some disadvantaged pupils do not achieve as highly as they could.

p.2

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

Most teachers frequently check pupils’ understanding and use this information to plan next steps. Where this is particularly done well, it enables teachers to identify gaps in knowledge so that these can be addressed. Leaders have identified the need to refine 8 and 9 July 2025

p.2

3

these approaches in a small number of subjects to ensure they consistently support pupils in building and retaining knowledge.

p.3

3

Pupils behave exceptionally well and are keen to attend school. They are kind and supportive of one another. Teachers apply the school’s behaviour policy consistently. Pupils understand the importance of making positive choices. The school is calm and orderly and pupils show high levels of self-discipline and maturity.

p.3

3

The school has designed a remarkably broad and age-appropriate programme for pupils’ personal development. Through these experiences, pupils develop essential life skills and practical knowledge that prepares them for life beyond school. Leaders are determined to ensure these opportunities benefit all pupils. The curriculum further supports pupils’ understanding of differences and fundamental British values. As a result, pupils talk confidently about democracy, tolerance and their role in society.

p.3

3

Leaders are ambitious for all pupils and are committed to continuous improvement. They have taken effective action to improve the quality of education, particularly for pupils with SEND, since the previous inspection. Teachers feel valued, supported and enjoy working at this school. Leaders are very mindful of workload and well-being and teachers appreciate this. Governors know the school well, fulfil their statutory duties and provide appropriate challenge and support.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Occasionally, the teaching of writing does not address pupils’ misconceptions quickly enough, particularly for disadvantaged pupils. As a result, some pupils do not achieve as well as they could. The school should ensure that staff have the expertise to identify and correct errors promptly and reinforce prior learning, so that all pupils develop secure writing skills.

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. 8 and 9 July 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). 8 and 9 July 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Headteacher Mike Wallace (executive headteacher) Anna Clark (head of school) Website www.furzeplattjuniorschool.co.uk

p.5

School details

Dates of previous inspection 20 and 21 February 2024, under section 8 of the Education Act 2005

p.5

Information about this school

 The school has federated with Furze Platt Infant School. The two schools, which are part of the Furze Platt Primary Federation, share the same senior leadership team and governing body.  In 2021, the school opened a specially resourced provision for pupils with autism spectrum disorder. The provision is shared with Furze Platt Infant School and is based at the junior school. There are currently seven pupils from the junior school who attend this provision. All pupils who attend the provision have education, health and care plans.  The school currently uses two unregistered alternative providers.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 8 and 9 July 2025

p.5

6

provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.6

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first graded inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders. They also met with members of the governing body and representatives from the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, design and technology and geography. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors also considered the curriculum in some other subjects.  During the inspection, inspectors met with a range of pupils to discuss their views

p.6

6

about the school and talked to them informally during social times.  Inspectors met some parents to gain their views of the school. They reviewed the responses to Ofsted’s online survey, Ofsted Parent View, including any free-text submissions. They also took account of staff responses to Ofsted’s online questionnaire.  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.

p.6

Inspection team

Stuart Bevan, lead inspector His Majesty’s Inspector

p.6

Inspection team

James Lovell Ofsted Inspector 8 and 9 July 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