Maidenhall Primary School

Maidenhall Primary School

Address: Newark Road, Luton, Bedfordshire, LU4 8LD Unique reference number (URN): 109546

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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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Early years Strong standard

Children in early years progress very well from their various starting points and in a short period of time, including in early reading, writing and number. This includes children with special educational needs and/or disabilities. Staff understand acutely the barriers these children face. Staff consistently tailor learning with precision and expertly support children to succeed.

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Early years Strong standard

Most children start the early years with little or no spoken English. Staff take all possible opportunities to extend pupils’ language. They do this through skilful interactions and high- quality questioning. Staff identify the key vocabulary children need to thrive. They utilise poetry, rhyme and repetition effectively to support children to extend their vocabulary. Most children soon become proficient in the levels of spoken English expected by the end of the Reception Year. Phonics is taught consistently well.

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Early years Strong standard

Many children join the early years with gaps in their understanding of self-care and independence. The school swiftly addresses this, working effectively with parents and carers. Children quickly become adept at putting on their own coats, getting their own equipment and knowing when to wash their hands. They are taught about dental hygiene and healthy snacks. Children quickly learn expected routines. Staff have high expectations for behaviour. Children respond consistently well to these.

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Inclusion Strong standard

Leaders have highly effective systems that quickly and accurately identify pupils’ needs. Many pupils have multiple barriers to their learning. Leaders work in a highly coordinated way with different teams in school and external professionals. Leaders successfully ensure appropriate, tailored support is put in place to significantly reduce pupils' barriers to learning. Leaders make careful and insightful choices about staff training, deployment and resources for pupils, including the use of additional funding. This has a positive impact on pupils' learning, their care and access to wider experiences.

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Inclusion Strong standard

Most pupils arrive at the school with little or no spoken English. Leaders provide high-quality language intervention and support. As a result, any communication barriers are rapidly reduced. Pupils quickly gain the language and vocabulary confidence they need to fully access the curriculum and to communicate with others.

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Inclusion Strong standard

There is a highly effective and inclusive approach for pupils with special educational needs and/or disabilities (SEND). This includes pupils with SEND who have varied needs. Carefully considered learning environments and resources have helped to improve the attendance of some pupils with SEND. Interventions and support for pupils with SEND is effective and precise. Leaders review and quickly adjust support where needed to ensure that it meets the changing needs of pupils.

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Personal development and wellbeing Strong standard

Pupils receive a consistently high standard of care. Many pupils benefit from additional wellbeing support. There are very robust and thorough systems to ensure any risks to wellbeing are mitigated or removed. Pupils know they can trust staff to alleviate their worries. Staff work incredibly hard to build positive relationships with families, including those who may be harder to reach due to language barriers. The school’s ‘team around the child’ approach is overseen meticulously well by leaders so that no child should slip through the net. Appropriate interventions to support pupils’ emotional wellbeing are swiftly put into action.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils are very well prepared for life in modern Britain. Staff work closely with the community to navigate sensitive cultural issues with parents and carers. Pupils are taught at an age-appropriate level about different religions, relationships, preparing for becoming a teenager and life in modern society. Pupils demonstrate a high level of maturity about these issues. They have a detailed understanding of topics such as exploitation, stereotypes and how to stay safe. Pupils enjoy visits to other places of worship, as well as learning more about their own religion.

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Personal development and wellbeing Strong standard

Pupils gain a depth of understanding around healthy living and how to stay safe online and in the locality. They are taught about different viewpoints. Pupils understand equality and show mutual respect.

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Personal development and wellbeing Strong standard

Leaders carefully considers how to broaden pupils’ horizons. They develop pupils' experiences beyond their immediate locality. Leaders ensure that external visits and visitors to the school grasp pupils' interest in possible career opportunities that may be available to them in the future. There is also an extensive range of clubs to give pupils a taster of different sports and activities. There is a high take up of these, including from disadvantaged pupils.

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Achievement Expected standard

Achievement is improving. For example, recently pupils have been attaining more in line with national expected standards than previously. This is particularly the case with pupils eligible for pupil premium funding. Work in books shows that typically, pupils are working at a level expected for their age. This demonstrates the impact of the school’s work in overcoming language barriers for pupils who speak English as an additional language, especially in early years and through interventions. However, there are still too few pupils who reach the higher standard in national assessments.

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Achievement Expected standard

Overall, pupils with special educational needs and/or disabilities (SEND) make suitable progress from their various starting points. However, there are instances where some pupils with SEND are completing work that is not as precisely matched to their needs as it could be. There are also some occasions when the expectations for what they can achieve could be more ambitious.

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Attendance and behaviour Expected standard

Leaders ensure that attendance is given a high priority. Attendance is closely tracked and any absences are followed up. Leaders have put in place a range of strategies to improve attendance overall. This includes working more closely with families to find solutions to absences. The use of translators and the role of family support workers in school have been a positive example of this. Attendance is improving. Leaders address extended absences taken by families in term time. However, there is further work to be done here to secure more rapid improvements in attendance and to sustain this over time.

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Attendance and behaviour Expected standard

Pupils are very well behaved. They show positive attitudes at all times. Pupils concentrate well in lessons. They respect their teachers and each other. Pupils play together well at break and lunchtimes. Pupils are polite and courteous, including the very youngest children, who like to say ‘Good morning’ and ‘thank you’. Pupils follow adult instructions and respond straight away to any behaviour reminders. Leaders’ actions have seen a reduction in negative incidents. Staff have had training to make them confident in dealing with any challenging behaviours. Pupils are not concerned about bullying. As a result, the school is calm, orderly and harmonious.

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Curriculum and teaching Expected standard

Overall, the curriculum is taught well. Leaders have ensured that teachers know what to teach and when, in all subjects. There is a clear focus on developing language and vocabulary across the curriculum, especially due to the high number of pupils who speak English as an additional language. Staff who run language interventions have the necessary specialist knowledge. Staff ensure pupils understand the meanings of any new words they learn, including subject specific vocabulary. Staff teach phonics consistently well. Pupils develop a love of reading and books. Staff are aware of pupils who have gaps in reading, writing and mathematical knowledge. In general, they work effectively to address these. Staff adapt lessons and make adjustments to meet the needs of various pupils in their classes, including pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Staff typically check pupils' understanding and ensure misconceptions are picked up. However, sometimes, these are not rectified quickly enough, especially in some aspects of writing. There are occasions when staff are not as precise in their use of checks. As a result, some opportunities to extend learning further are missed. In some limited instances, expectations of what pupils are capable of are not as high as they could be.

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Leadership and governance Expected standard

Leaders at all levels, including governors, are ambitious for all pupils. They are unwavering in their determination to overcome any disadvantages or difficulties pupils may face. Leaders’ recent actions are starting to have a positive impact on achievement and attendance. Leaders take effective actions to reduce the range of barriers to learning that pupils experience. These include pupils who have English as an additional language, pupils with special educational needs and/or disabilities and those who are disadvantaged. Decisions are taken in the best interests of pupils. Leaders have an accurate understanding of what is working well for pupils, yet also the areas that they still need to work on.

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Leadership and governance Expected standard

Experienced leaders effectively oversee and support the work of new leaders. Governors keep a close eye on standards and overall hold leaders to account well. Governors fulfil their statutory duties well. This includes overseeing the progress that is made against the school development plan. Governor and leaders also welcome external challenge and support. This includes from the local authority.

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Leadership and governance Expected standard

Staff appreciate the support they receive to do their roles in school. They report positively about how mindful leaders are about their wellbeing and workload. Leaders have forged positive relationships with parents and carers. They have established effective community links. This supports informed decision-making that supports the community that the school serves.

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

This is a very caring and nurturing school. It is a large school, yet staff make the time to get to know pupils and their families at an individual level. Pupils benefit greatly from their range of needs and circumstances being spotted early. Highly effective support is quickly put into place. This is especially true for the significant number of pupils who join the school with very limited English on arrival, particularly in the early years. There are also a significant minority of pupils with more varied and multiple special educational needs and/or disabilities. They receive high-quality bespoke support.

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

Staff are ambitious for all pupils. Pupils respond very positively to the support they receive, especially for their wellbeing. Pupils benefit from the focus on learning to read and developing their language and communication skills well. Pupils are safe, happy and ready to learn. This is seen in how pupils’ outcomes in national assessments are improving, as is their attendance.

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

Pupils behave incredibly well. They know what is expected of them and follow the routines closely. There are warm and positive relationships in every class. Pupils get along in harmony. Incidents of bullying are rare and dealt with quickly should they occur.

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

Pupils relish the opportunity to take part in wider experiences. These are actively and carefully sourced to ensure all pupils can see what the wider world has to offer. They range from visits to cinemas, zoos, other places of worship, to participating in varied sporting events, to name but a few. Pupils learn about careers such as being an author, doctor or a teacher. These various opportunities help to ensure that pupils learn how to be ready to live in a diverse, modern Britain.

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Team inspectors:

Julie Winwood, Ofsted Inspector Wayne Jarvis, Ofsted Inspector Rob Morley-Smith, Ofsted Inspector

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Next steps

Leaders should ensure that assessment consistently informs learning activities that are precisely tailored to help pupils achieve more highly, including for some pupils with special educational needs and or disabilities. Leaders should ensure that expectations of what all pupils can achieve are more consistent, particularly for those who are capable of achieving at a higher standard. Leaders should ensure that improvements in attendance increase even more quickly and are sustained over several years.

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About this inspection

The chair of the board of governors in this school is Debra Brady-Bosher.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, the 3 assistant headteachers and other senior leaders during the inspection. This included the special educational needs coordinator. The inspectors also spoke to the school improvement partner from the local authority. Inspectors spoke to a range of staff and pupils. They also reviewed the responses from the parent survey that was completed and spoke to parents and carers at the school gate.

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About this inspection

The lead inspector met with the members of the governing body, including the chair of governors.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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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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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. National average: 26.3%

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 67% 62% Close to average

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average

2023/24 (final) 55% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 72% 75% Close to average

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average

2023/24 (final) 70% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 75% 72% Close to average

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average

2023/24 (final) 67% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 75% 74% 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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 59% 47% Close to average

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average

2023/24 (final) 41% 46% Close to average

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average

2022/23 (final) 54% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 63% 63% Close to average

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average

2023/24 (final) 59% 62% Close to average

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average

2022/23 (final) 66% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 70% 59% Close to average

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average

2023/24 (final) 69% 58% Close to average

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average

2022/23 (final) 69% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 67% 61% Close to average

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average

2023/24 (final) 55% 59% Close to average

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average

2022/23 (final) 66% 59% Close to average

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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Persistent absence

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

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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.

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Urgent improvement

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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