Croxley Danes School

Croxley Danes School

Address: Baldwins Lane, Croxley Green, Rickmansworth, Hertfordshire, WD3 3LR Unique reference number (URN): 144402

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders ensure that pupils attend regularly and have a robust approach to identifying and removing barriers to attendance. Pupils are well supported in lessons and receive the help they need to access learning successfully. As a result, attendance is high. Leaders acted swiftly when disadvantaged pupils’ attendance dipped. Their effective actions led to sustained improvement.

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Attendance and behaviour Strong standard

Expectations for behaviour are high and consistently met. Pupils understand how to behave and appreciate the fairness with which staff apply the behaviour policy. Behaviour across the school is extremely positive. Pupils enjoy positive relationships with staff and each other. They support one another well, including through initiatives such as the sixth ‑ form reading mentor scheme. Pupils are polite, considerate and respectful. Instances of unkindness or bullying are very rare. Pupils are confident that staff deal with concerns effectively, often through education ‑ led approaches that pupils value.

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Attendance and behaviour Strong standard

Pupils engage well in lessons and demonstrate high levels of focus. They strive to do well and contribute positively to the school community. They are taught to discuss sensitive topics respectfully and value hearing different viewpoints.

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Inclusion Strong standard

The school fosters a highly inclusive environment where all pupils feel welcomed and valued. Although the proportion of disadvantaged pupils and those known to social care is lower than national figures, leaders ensure that these pupils are fully included in the life of the school. Rigorous systems enable staff to identify additional needs quickly, including for pupils with special educational needs and/or disabilities (SEND). Leaders recognise that pupils’ needs can change over time and monitor the impact of support closely. They adjust provision promptly, ensuring pupils receive consistently high ‑ quality help that strengthens their learning, achievement and wellbeing.

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Inclusion Strong standard

Leaders use additional funding extremely well to overcome pupils' barriers to future success. This includes a well ‑ established literacy programme that supports pupils who need extra help with reading. Staff benefit from high ‑ quality training that equips them to meet pupils’ needs effectively. They understand the challenges pupils may face and how to overcome them. A small number of pupils access targeted off ‑ site learning, which is carefully monitored to ensure it meets their needs.

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Leadership and governance Strong standard

Since the previous inspection, leadership has undergone significant change, including the appointment of a new headteacher and a restructured leadership team. Leaders at all levels, including those responsible for governance and subject leaders, have a clear and accurate understanding of the school’s strengths and areas for development. They are highly ambitious for pupils and the positive impact of their actions is evident across the school. Leaders identify appropriate priorities and take swift, effective action to continuously improve

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Expected standard

aspects of the school's work. They evaluate the impact of their work carefully and adapt approaches where necessary to sustain improvement over time.

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Expected standard

Those responsible for governance hold leaders fully to account for the impact of their actions. Trust and external support are used wisely to ensure resources are used effectively and decisions are always made in pupils’ best interests, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. As a result, the school consistently meets the needs of its most vulnerable pupils and those who face additional barriers.

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Expected standard

Staff benefit from a coherent, evidence ‑ informed professional development programme. It is closely monitored to ensure it has a positive impact on pupils’ learning and experiences. Staff, including early career teachers, continually develop their expertise and feel well supported by leaders. Parents, carers and pupils are highly positive about the school. The vast majority of parents would recommend the school to others and value the continued improvements to their children’s education.

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Achievement Expected standard

Pupils progress securely across the curriculum. In national tests and examinations, they consistently achieve in line or above other pupils nationally. In several subject areas, pupils exceed the achievement of their peers nationally. Disadvantaged pupils make steady progress over time. They achieve well. Their results at the end of key stage 4 are in line with other disadvantaged pupils nationally. Pupils are well prepared for their next steps in education, employment or training.

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Achievement Expected standard

The sixth form has been open for just over three years. On occasion, students were not on courses that were as well matched to their needs as they could be. As a result, some students did not achieve as well as they should. This has now been addressed. Students are now on courses that are well suited to them. Staff are well trained to deliver the key stage 5 curriculum effectively. As a result, students achieve well in national examinations and make progress that is in line with their peers nationally.

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Curriculum and teaching Expected standard

Leaders have established an ambitious curriculum that is taught well across year groups. They have a precise understanding of the quality of curriculum and teaching and continue to refine provision to strengthen pupils’ learning further. Leaders are highly ambitious for all pupils. When the school expanded to include post-16 students, many teachers lacked recent post ‑ 16 experience. Leaders acted quickly, providing high ‑ quality training that deepened teachers’ understanding of key stage 5 courses. This improved the quality of teaching and learning across the sixth form.

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Curriculum and teaching Expected standard

Leaders and staff understand pupils’ needs well and adapt learning effectively so pupils achieve well. New concepts are explained clearly, and staff check understanding regularly. This ensures pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, meet the demands of the curriculum. Leaders ensure that pupils with gaps in their basic skills in reading, writing and mathematics receive the support they need to catch up quickly. Teachers use checks on pupils' learning precisely to identify and address gaps in pupils' knowledge or skills. However, there is some inconsistency in how well teachers support pupils to respond to feedback. As a result, some pupils are not always clear about how to improve their work or deepen their understanding.

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Personal development and wellbeing Expected standard

The school’s personal development programme is well designed and provides pupils with knowledge across a wide range of relevant topics. Pupils learn about different careers and receive support to choose appropriate courses for their next steps. They develop a secure understanding of risks and how to keep themselves safe, including online. Teaching on healthy relationships and mutual respect is valued by pupils. They appreciate the thoughtful approach to sensitive topics such as misogyny. Leaders ensure pupils have opportunities to reflect on their own beliefs as well as deepen their understanding of the views of others. Pupils are taught how to debate and discuss different beliefs in a considered and respectful manner.

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Personal development and wellbeing Expected standard

The school promotes pupils’ understanding of fundamental British values, including democracy, the rule of law and mutual respect. Pupils value opportunities to learn about differences in society. While pupils generally demonstrate a secure understanding of characteristics such as race, gender and religion, on occasion, their recall of some aspects of the personal development curriculum is less well developed. At times, they cannot always recall in enough depth what the have previously learned.

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Personal development and wellbeing Expected standard

A strength of the school’s personal development offer is the wide range of clubs, trips and visitors. Leaders ensure high participation, including among disadvantaged pupils, vulnerable pupils and those with special educational needs and/or disabilities. Pupils benefit from activities such as the Duke of Edinburgh Award, the school's theatre productions and a wide range of sports clubs. They also enjoy other groups such as knitting and medicine clubs, as well as educational visits including bushcraft and an international geography trip to support their learning in geography. These experiences help pupils build friendships, confidence and resilience.

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Post 16 provision Expected standard

Leaders have developed an appropriate 16-to-19 study programme that meets students’ needs well. The sixth form is recently established, with the first cohort completing qualifications in 2023. Initially, entry requirements for students were relatively low and staff were still developing their expertise in delivering key stage 5 programmes. As a result, some students did not achieve as well as they could. Leaders acted rapidly to address this, reviewing the curriculum offer, strengthening entry requirements and improving academic support. Staff expertise has been enhanced through targeted professional development. Students are now well supported to achieve highly from their starting points, reflected in improved outcomes in the 2025 national examinations. Students benefit from appropriate careers education, information, advice and guidance and they are well prepared for their next steps. They develop a secure understanding of the

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Post 16 provision Expected standard

pathways available to them after school. They also access a suitable range of wider opportunities beyond academic lessons. The personal development programme enables them to support younger pupils in reading and mathematics, learn about staying healthy and safe, and develop positive relationships.

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What it's like to be a pupil at this school

Pupils benefit from a broad curriculum that is taught consistently well. They enjoy their lessons and attend school regularly. They benefit from a range of activities that support their learning including practical science experiments. This deepens their understanding and brings learning to life. Staff identify pupils’ starting points quickly and recognise barriers to learning such as lower reading skills. Pupils receive prompt support when needed. Lessons are adapted effectively to meet different needs. As a result, pupils achieve well from their varied starting points and blossom here.

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What it's like to be a pupil at this school

Staff know pupils well and demonstrate high levels of care. They respond quickly and effectively to any worries or concerns. Pupils feel safe and secure because staff look after them and act promptly when issues arise. For example, Year 7 pupils initially use separate toilets so they feel comfortable as they settle into school life. Pupils are taught about differences and the importance of respecting others. They learn how to discuss different views in a thoughtful and respectful way. They appreciate opportunities to debate topics such as current affairs.

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What it's like to be a pupil at this school

Pupils treat each other with kindness and form positive friendships. Many take part in a wide range of clubs and trips, ensuring there is something to interest everyone. On the rare occasion that unkindness occurs, staff deal with it well, often using educational approaches such as assemblies to reinforce expectations. Behaviour in lessons is consistently positive. Pupils remain focused and are keen to do well. Disruption is rare, allowing pupils to concentrate fully on their learning. During social times, pupils maintain the same high standards of conduct.

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Next steps

Leaders should ensure pupils are well supported to respond to feedback so they can improve their work, deepen their understanding and make consistently sustained progress from their various starting points. Leaders should more closely analyse the impact of the personal development programme, including in the sixth form, to ensure it builds pupils’ knowledge effectively over time and prepares them well for their next steps.

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Team inspectors:

Alison Davies, Ofsted Inspector Sarah Fowler, Ofsted Inspector Jonathan Ferstenberg, Ofsted Inspector Suzanne Thrower, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of Danes Educational Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Josephine Valentine, and overseen by a board of trustees, chaired by Nils Blythe.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, the trust chief executive officer, the trust director of education, governors, a representative from the Virtual School and school staff during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

The school makes use of two alternative provisions.

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About this inspection

The school has undergone a significant change since the last inspection. A new headteacher was appointed in 2024 and the school's sixth form is now established.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 50.0% 45.4% Close to average

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national average

2023/24 (final) 47.4% 45.9% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 49.7 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.10 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 30.0% 25.8% Close to average

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national average

2023/24 (final) 23.1% 25.8% Close to average

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national average

2022/23 (final) 23.1% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 35.8 34.9 Close to average

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national average

2023/24 (final) 39.4 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (revised) 0.0 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 7.7% 8.1% Close to average

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national average

2023/24 (3 term) 8.1% 8.9% Close to average

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national average

2022/23 (3 term) 8.8% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 22.7% 25.6% Close to average

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national average

2022/23 (3 term) 24.2% 26.5% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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