Holmer Green Senior School

Holmer Green Senior School

Address: Parish Piece, Holmer Green, High Wycombe, Buckinghamshire, HP15 6SP Unique reference number (URN): 138058

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Personal development and wellbeing Strong standard

Pupils, particularly those who are disadvantaged, are very well supported in their personal development. Pupils have rich and detailed knowledge about relationships and sex education and health education. They know how to keep themselves safe, both on and offline. Leaders ensure that the programme reflects the local context and pupils' needs. Pupils with special educational needs and/or disabilities are very well supported with bespoke interventions to ensure they are learning effectively. Pupils learn a broad range of life skills that help them to become confident, resilient and more than ready for the next stage of their development. Pupils gain high levels of motivation by how learning is often brought to life through practical experiences. For example, a ‘Dragons Den’ project teaches pupils about business and finance while developing their ability to work as a team.

p.2

Personal development and wellbeing Strong standard

Pupils have deep knowledge about different faith perspectives and traditions beyond their own. The school provides multiple opportunities for pupils to celebrate diversity through 'cultural lunches' and by marking a range of religious festivals. Pupils regularly reflect on ethical issues. They maturely share their views and listen to others respectfully. They understand the important values that should be modelled in modern Britain. Pupils know the different characteristics that are protected from discrimination in law. They are very clear that any type of prejudicial behaviour is unacceptable.

p.2

Personal development and wellbeing Strong standard

The school offers a broad range of trips and clubs that all pupils can access. This widens their experiences. Pupils participate enthusiastically in musical performances and sport events. Pupils welcome the rich offer of activities available that enable them to explore their interests and talents.

p.2

Personal development and wellbeing Strong standard

Pupils receive regular and thorough careers guidance. Leaders provide tailored support for disadvantaged pupils to ensure that all pupils can access aspirational future pathways. Pupils are well prepared for their next steps.

p.2

Post 16 provision Strong standard

Leaders have established a broad curriculum offer in the sixth form. This reflects students' interests and aspirations. Students have consistently positive learning experiences in the sixth form. Students consistently access high-quality teaching and produce detailed and accurate work. Leaders provide highly effective support to students with special educational needs and/or disabilities and those who are disadvantaged. As a result, students are increasingly achieving highly positive progress from their starting points. They achieve secure outcomes in national examinations.

p.2

Post 16 provision Strong standard

Students benefit highly from the range of wider opportunities they have access to. Students flourish in leadership roles that enhance their readiness for adult life. They are self- motivated to give back to the community and to educate their peers. Students express their views confidently. They listen to others and can debate issues respectfully. Students have a clear sense of equality and inclusivity. They are positive role models. For example, students facilitate a range of mentoring programmes to support the wellbeing of younger pupils.

p.2

Expected standard

Students benefit from high-quality careers guidance. They are supported in accessing well- matched and ambitious future pathways. Students learn about the important practical skills they need to live independently. As a result, students are thoroughly prepared for their next steps.

p.3

Achievement Expected standard

Pupils typically achieve well in national examinations. They secure the appropriate knowledge and skills in English and mathematics that ensure they are well prepared for their next steps. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged generally do well from their starting points.

p.3

Achievement Expected standard

Pupils are typically able to remember previous learning. This helps them to apply their knowledge to new learning. Pupils who are behind on their reading skills close these gaps quickly. Sometimes, younger pupils, including those with SEND, do not have sufficient opportunities to improve the accuracy and fluency of their writing. Over time, pupils are supported to improve their writing in readiness for their national examinations. Leaders are making important improvements to the school's assessment systems. This is to ensure that the quality of pupil's writing and any gaps in their knowledge can be addressed and improved more swiftly.

p.3

Attendance and behaviour Expected standard

Leaders ensure that pupils understand the importance of regular attendance. Leaders have a clear understanding of the barriers to school engagement that some pupils face. Leaders have put in place a range of highly effective strategies to reduce these barriers. As a result, the majority of pupils, including those with special educational needs and/or disabilities, and those who are disadvantaged, attend school regularly.

p.3

Attendance and behaviour Expected standard

Leaders have high expectations for pupils' conduct. Across the school, staff have a clear understanding of how pupils should behave. Staff reinforce expectations regularly. Leaders have established daily routines that encourage pupils to reset their behaviour in readiness for learning. As a result, the school environment is typically calm and orderly. Pupils recognise that behaviour has improved as a result of more consistent routines and expectations. Pupils behave well in lessons and generally have positive attitudes to learning. Leaders provide very effective support to pupils, who have greater challenges in managing their behaviour. Leaders have successfully reduced the frequency of negative behaviours in the school. They regularly monitor incidents of bullying and discrimination to ensure these are swiftly addressed. As a result, these behaviours are uncommon and are not tolerated.

p.3

Curriculum and teaching Expected standard

Leaders have put in place a well-sequenced and ambitious curriculum. This supports pupils to develop their knowledge over time so that they are well prepared for their next steps. Teachers use consistent routines that help pupils to engage positively in learning. Staff know their subjects well. They generally explain content clearly. Teachers use a range of strategies to check pupils' understanding. Sometimes, these checks are not effective. When this is the case, teaching is not as well matched to pupils' starting points as it could be. However, staff ensure that, over time, pupils have the opportunity to revisit areas of learning they are less confident about.

p.3

Curriculum and teaching Expected standard

Staff consider the different levels of support that pupils need in order to learn effectively. They generally make helpful adaptations for pupils with special educational needs and/or disabilities. Sometimes, teaching activities are not precisely matched to pupils' needs. Leaders recognise where the quality of teaching is less consistent and take appropriate steps to address this.

p.4

Curriculum and teaching Expected standard

Leaders prioritise the importance of reading and communication to enable pupils to learn successfully across the wider curriculum. They ensure that pupils who need to catch up on their reading skills are well supported to do so.

p.4

Inclusion Expected standard

Leaders identify pupils' additional needs quickly and accurately. They ensure that the provision for pupils with special educational needs and/or disabilities (SEND) is well matched to their needs. The school's specially resourced provision for pupils with special educational needs and/or disabilities provides effective and well-matched support. Leaders provide staff with professional learning opportunities to develop their expertise in supporting pupils. Staff are skilled at reducing the barriers that pupils with SEND and those who are disadvantaged have to their wellbeing. Sometimes, staff are less effective in reducing the specific learning barriers that pupils with SEND may face. Leaders regularly monitor how effectively pupils with SEND are learning. They address any inconsistencies in the support that pupils receive and respond to this appropriately. Leaders take a systematic approach to assessing the impact of any additional support that pupils receive. They adapt pupils'

p.4

Inclusion Expected standard

provision appropriately, where interventions are not having the necessary impact.

p.4

Inclusion Expected standard

Leaders ensure that the parents and carers of pupils with SEND and those known to children's social care are involved in decisions about their provision. Leaders work effectively with wider professionals to ensure pupils access specialist support where needed.

p.4

Inclusion Expected standard

Leaders make effective use of additional funding to ensure that disadvantaged pupils learn effectively and engage positively in wider experiences. Alternative provision is used appropriately and only where it is in pupils' best interests.

p.4

Leadership and governance Expected standard

Leaders understand the school's strengths. They identify appropriate priorities to focus on. Leaders ensure that they consider the needs of the most vulnerable pupils in decision- making. Leaders have effective systems in place to regularly test out the impact of their work. They make further refinements in their approaches where needed. Leaders have made a positive impact in many areas of the school's work. For example they have rapidly reduced how often disadvantaged pupils are absent. Leaders recognise that there is further work to do in improving the consistency of pupils' learning experiences. They are taking appropriate steps to address this.

p.4

Leadership and governance Expected standard

Governors understand their roles well. They hold leaders to account effectively, regularly checking and challenging the school's work. Governors ensure that leaders have the right support and resources in place to meet pupils' needs. Leaders work in effective partnership with governors and wider professionals to promote the best interests of pupils. They ensure that pupils access any specialist advice and support they need in a timely manner.

p.5

Leadership and governance Expected standard

Leaders are considerate of staff wellbeing. Staff appreciate how professional learning opportunities are closely matched to the school's priorities. Leaders support teachers who are in the earliest stages of their careers to develop the expertise they need to be successful in their roles. Staff recognise the steps that leaders take to minimise unnecessary workload.

p.5

Leadership and governance Expected standard

Parents and carers are typically confident in the positive experiences their children have in the school. They recognise the high aspirations that leaders have for all pupils to be successful.

p.5

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

Pupils are happy, safe and well supported in the school. Pupils benefit positively from a wide range of opportunities that enhance their personal development. Staff ensure that all pupils, particularly the most disadvantaged, can participate fully in all aspects of school life. Pupils know how to keep themselves safe online and in the community. Pupils understand the importance of equality and fairness. They are knowledgeable about different cultures, faiths and communities. Pupils are very well prepared for life in modern Britain.

p.5

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

Pupils attend school regularly. Staff provide highly effective support to pupils, who have barriers to positive attendance, to ensure they access regular learning. Pupils understand the high expectations that staff have for their behaviour. They interact positively with their peers and are respectful of staff. Pupils engage purposefully in their learning and behave well. Where needed, pupils receive tailored support to manage their behaviour or emotions. Bullying is uncommon and is addressed effectively when it happens.

p.5

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

Mostly, pupils understand the importance of their education and enjoy learning. The curriculum is generally taught well. There is some variability in how effectively pupils with special educational needs and/or disabilities (SEND) are supported to access learning in their lessons. Pupils who have gaps in their knowledge are supported effectively to catch up. Over time, pupils achieve well. They secure positive outcomes in national assessments. Pupils have the skills and knowledge they need to be ready for their next stage of education or employment. Disadvantaged pupils and pupils with SEND generally make positive progress from their starting points.

p.5

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

Students in the sixth form have a particularly positive school experience. They are motivated and independent, willingly giving back to the community. Sixth-form students flourish in their learning and wider development. They are thoroughly prepared for adulthood.

p.5

Next steps

Leaders should ensure that teaching is of a consistently high quality across the school. In particular, leaders should ensure that checks on understanding are used meaningfully to help pupils build knowledge more securely from their starting points. Leaders should ensure that the plans they have in place to meet the needs of pupils with special educational needs and/or disabilities are consistently understood and implemented by staff across the school. Leaders should ensure that pupils in key stage 3 have sufficient opportunities to develop the accuracy and fluency of their writing.

p.6

About this inspection

This school is a single academy trust. The trust is overseen by a board of governors, chaired by Anthony Green.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher and school leadership team, members of staff, groups of pupils and representatives from the board of governors during the inspection.

p.6

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.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school includes a specially resourced provision for pupils with speech and language needs.

p.6

About this inspection

The school makes use of one registered alternative provision.

p.6

Team inspectors:

Sarah Brinkley, Ofsted Inspector Andrew Hanlon, Ofsted Inspector Nina Adamson, Ofsted Inspector Heather Whitmore, Ofsted Inspector

p.7

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.

p.7

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.

p.7

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.

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.9

English and maths GCSE

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

p.9

national average

2024/25 (revised) 53.2% 45.4% Close to average

p.9

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.

p.9

national average

2024/25 (revised) 47.1 46.0 Close to average

p.9

national average

2023/24 (final) 49.6 45.9 Close to average

p.9

national average

2022/23 (final) 49.5 46.3 Close to average

p.9

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.

p.10

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.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

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

p.10

national average

2024/25 (revised) 17.4% 25.8% Close to average

p.10

national average

2023/24 (final) 26.3% 25.8% Close to average

p.10

national average

2022/23 (final) 16.7% 25.2% Close to average

p.10

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.

p.10

national average

2024/25 (revised) 35.5 34.9 Close to average

p.10

national average

2022/23 (final) 31.0 35.0 Close to average

p.10

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.12

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).

p.12

A-level average point score

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

p.12

national average

2024/25 (revised) 32.51 34.99 Close to average

p.13

national average

2023/24 (final) 34.11 34.38 Close to average

p.13

national average

2022/23 (final) 37.55 34.16 Close to average

p.13

A-level value added

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

p.13

national average

2024/25 (revised) 0.1 0.0 Close to average

p.13

national average

2023/24 (revised) 0.0 0.0 Close to average

p.13

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.

p.13

national average

2024/25 (2 term) 7.0% 8.1% Close to average

p.13

national average

2023/24 (3 term) 8.6% 8.9% Close to average

p.13

national average

2022/23 (3 term) 8.3% 9.0% Close to average

p.13

Persistent absence

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

p.13

national average

2023/24 (3 term) 23.1% 25.6% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

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.

p.14

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15