The Misbourne School

The Misbourne School

Address: Misbourne Drive, Great Missenden, Buckinghamshire, HP16 0BN Unique reference number (URN): 145322

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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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Achievement Expected standard

Pupils generally achieve well in national tests. This has improved over time in a number of subjects. Pupils achieve particularly well in English and mathematics. These results are consistently above national averages. Pupils with barriers to learning also achieve well. This is evident in their results in national tests. These compare positively with similar pupils nationally. Pupils make clear progress from their starting points.

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Achievement Expected standard

Pupils make steady progress through the curriculum. Pupils' work shows that they develop the essential skills and knowledge they need over time. Their work becomes increasingly sophisticated and pupils recall their learning clearly. Pupils are typically well prepared for their next steps. The vast majority of pupils can communicate their ideas effectively. They typically write accurately and apply mathematical concepts confidently. Pupils earn a range of appropriate qualifications. This gives them the skills and knowledge they need for their next steps and helps them move on to a range of ambitious destinations.

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Attendance and behaviour Expected standard

On the whole, pupils attend well. This has improved over time. While the attendance of disadvantaged pupils is more varied, this has improved sharply. Absence has also reduced significantly. This is now closer to national averages. Leaders have made attendance a key priority. Increasingly, thorough analysis of absence helps the school identify pupils who need additional support. Skilled staff work positively with these pupils and their families. This helps to break down barriers to attendance. As a result, these pupils improve their attendance.

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Attendance and behaviour Expected standard

Staff have high expectations of behaviour. They apply these consistently alongside well- established routines. This helps pupils to behave well, creating a calm and positive atmosphere throughout the school. Pupils have warm relationships with staff. They know that staff will deal with issues swiftly. Pupils who need additional help to behave well receive effective support. Pupils learn effective strategies to regulate and return to learning. Pupils have positive attitudes to learning. This is evident in the high levels of concentration that pupils exhibit.

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Attendance and behaviour Expected standard

Leaders analyse behaviour carefully within the school. This helps them to address issues quickly and effectively. The school also uses its analysis to reward the most positive behaviour. Pupils respond very positively to this. Bullying is rare and staff respond quickly to any incidents. As a result, repeat incidents are becoming increasingly rare.

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Curriculum and teaching Expected standard

Leaders have a detailed understanding of how well the curriculum is implemented. This helps them to identify swiftly where staff may need additional help. Leaders address this effectively. The curriculum is ambitious and matched carefully to pupils' needs. Leaders have identified clearly the skills and knowledge they want pupils to learn. Pupils build on these over time. This helps them to work towards ambitious qualifications. Teachers generally have appropriate subject knowledge. They explain learning clearly and model the skills and knowledge they want pupils to learn effectively. Teachers select engaging tasks that help pupils to apply their learning accurately. The checks that teachers make on learning are typically effective. They help teachers to identify gaps in knowledge and address them swiftly. Generally, teachers use their understanding of pupils' needs to adapt learning effectively. This allows pupils to learn the same skills and knowledge as their

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Curriculum and teaching Expected standard

peers. Leaders ensure that even those pupils with the most complex needs have the opportunity to learn alongside their peers.

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Curriculum and teaching Expected standard

The school prioritises pupils' learning of essential skills in reading, writing and mathematics. Pupils in the early stages of reading receive skilled teaching that helps them to catch up quickly. However, while most pupils learn to write accurately, a small group of pupils do not receive the help they need to write as accurately as they could.

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Inclusion Expected standard

The school has well-established strategies to identify pupils' needs. Staff identify barriers to learning accurately through rigorous testing and checks. The school also has effective strategies to identify the needs of pupils who join during the school year. This helps them to offer swift support to these pupils. The school has detailed knowledge of pupils known to social care. As a result, they receive high-quality support. Pupils with barriers to learning typically make steady progress from their starting points.

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Inclusion Expected standard

The support that pupils with barriers to learning receive is generally effective. Leaders monitor the impact of this work closely. They ensure that staff have the training to apply this approach consistently well. This helps them to plan a range of adaptations to learning. Pupils who attend the specialist resourced provision are well-supported. Skilled staff produce a range of personalised activities that engage pupils swiftly. This helps them to access learning successfully alongside their peers.

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Inclusion Expected standard

Leaders have a precise understanding of the school’s plans to support pupils who are disadvantaged. They check the impact of this carefully. This helps to inform the decisions they make. Leaders also ensure that they check the impact of the wider curriculum. They use this to ensure that disadvantaged students benefit from these opportunities. The school uses alternative provision to re-engage a small number of pupils with learning effectively.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school and its context. This helps to prioritise key areas for school improvement. Leaders work hard to address these issues. This has a clear impact. For example, there is a significant reduction in pupil absence. Leaders are tireless in their work to improve the school. They communicate key priorities effectively to staff and stakeholders. They align these priorities carefully with the extensive professional learning offer. The school works positively with external partners to validate their own understanding of the school and to drive further improvement. Leaders are ambitious but plan their work carefully to engage staff effectively. They rightly prioritise staff workload and wellbeing. Leaders work carefully with trustees to create an open and supportive culture within the school. This means that staff are very proud of their work and feel well supported. The

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Leadership and governance Expected standard

dedicated staff share the same high ambition as leaders in their work to support pupils. Staff and trustees work collaboratively in the best interests of pupils.

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Leadership and governance Expected standard

Trustees are highly knowledgeable and undertake their statutory duties diligently. They have clear oversight of the school's work and reflect deeply on it. Their range of experience helps them to offer well-targeted challenge and support. Trustees enhance this with high-quality checks of the school's work. This provides them with a detailed understanding of the school, including a precise grasp of the school’s disadvantaged support plan. Trustees have built a strong working relationship with leaders. This has enhanced the high ambition they share.

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Personal development and wellbeing Expected standard

The school curriculum extends far beyond the classroom. This includes a range of carefully planned clubs and activities. As a result, pupils can develop and discover talents and interests in areas such as the arts and sport. The school enhances this with an ambitious range of enrichment activities to deepen learning. Leaders check pupils' participation carefully. They use this to ensure that pupils with barriers to participation enjoy the same rich offer. The school's offer prepares pupils well for the future. They develop the knowledge, skills, character and integrity they need for life beyond school.

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Personal development and wellbeing Expected standard

The school has a well-designed programme of personal, social and health education (PSHE). Staff are well-trained in this subject. This helps them to deliver the programme confidently. Pupils enjoy their learning in PSHE, developing a detailed knowledge in some topics. For example, they learn essential concepts such as consent and how to stay safe online. This becomes increasingly sophisticated over time, and pupils have detailed knowledge of this essential content. Pupils generally develop an age-appropriate understanding of other topics, such as democracy. Students have a sensitive understanding of how people may differ from them. This helps them to develop positive attitudes to difference and diversity.

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Personal development and wellbeing Expected standard

Careers provision is a strength of the school. The school has a precisely designed offer that provides pupils with the knowledge they need for their next steps. The school enhances this with a wide range of opportunities to learn about their options for education, support and training. This helps pupils succeed in their next steps. This is evident in the increasing number of students moving on to higher study.

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Personal development and wellbeing Expected standard

Leaders have a clear focus on pupils' mental health. They ensure that they signpost help for pupils through well-planned assemblies or resources such as the anonymous reporting tool. The school also strengthens this through a range of therapeutic support. As a result, pupils feel well supported.

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Post 16 provision Expected standard

Leaders have designed an ambitious curriculum. They review it carefully. This helps them to adapt it to meet the changing needs of students. Students work towards a range of ambitious qualifications. Leaders carefully track students' next steps. They use this information to provide students with the best possible opportunities. Leaders have created a culture of high ambition for students in the sixth form. They encourage students to achieve as well as they can. They ensure students enjoy high-quality opportunities to develop effective study habits. The post-16 curriculum offers students ample opportunities beyond the classroom. This includes carefully tailored careers education. Students enjoy the range of leadership opportunities, such as acting as peer mentors. These are popular opportunities and students take these roles seriously.

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Post 16 provision Expected standard

Students' work shows detailed application of the skills and knowledge they have learned. They explain their learning accurately. Students typically achieve well. However, A-Level results are more varied. This has improved over time. Leaders identify students who need additional help accurately. They ensure teachers know these students very well. This helps teachers to adapt learning effectively. As a result, these students make sustained progress, including those with low starting points. Students typically develop the academic knowledge and qualities they need. This means they are well-prepared for their next steps. Students move on to a range of varied destinations, including higher study.

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

Pupils are proud to attend The Misbourne. They feel well supported and cared for. This helps them to develop a tangible sense of belonging. Pupils are keen to serve the school community and enjoy the leadership roles they hold. Post-16 students act as positive role models for younger pupils. Pupils develop warm and positive relationships with staff. This creates a calm and positive environment where pupils feel safe and happy. Pupils know that staff will take any concerns seriously and address them quickly.

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

Pupils enjoy learning. This is clear in the purposeful atmosphere in classrooms. Pupils typically concentrate well and work positively with staff. Post-16 students show high levels of commitment to their learning. They work hard with staff to develop increasingly sophisticated study skills. This prepares them well for their studies. Pupils behave well. As a result, the school is calm and focused. They know the expectations well and follow them consistently. Pupils are polite and caring. Those new to the school talk about the warm welcome they receive.

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

Pupils typically achieve well. Their work shows they learn the skills and knowledge they need. Pupils apply this accurately. This is evident in the confident manner in which many pupils explain their learning. Pupils with barriers to success are well supported. This helps them to learn the crucial curriculum content they need. Pupils generally achieve well in national tests, and this is improving over time. They achieve particularly well in English and mathematics. This helps them to be well prepared for their next steps.

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

Pupils have high-quality careers advice. This helps them to become increasingly ambitious. Pupils work towards clear goals and know how to be successful. They choose a wide range of destinations. They have the academic skills and wider qualities that help them to make these next steps confidently.

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Team inspectors:

Mary Davies, Ofsted Inspector Charles Joseph, Ofsted Inspector Gemma Williamson, Ofsted Inspector Helen Jones, Ofsted Inspector

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Next steps

Leaders should continue their sharp focus on attendance to maintain the improvement, particularly for those pupils with barriers to attendance. Leaders should further refine the support for Post-16 students with lower starting points to help them to achieve as well as they possibly can in school and in national tests. Leaders should ensure that the checks on pupils' writing are as precise as other checks, to ensure that the small group of pupils who need additional help to write accurately achieve as well as their peers.

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About this inspection

The Misbourne School is a single academy trust. The principal is the headteacher, Richard Peters, and the responsibility for the school rests with the board of trustees, who are responsible for governance. This is chaired by Liz Moseley.

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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 inspectors 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

The inspectors met with the headteacher and other leaders during the inspection. The lead inspector also met with a group of trustees, including the chair. They also spoke with the governance professional. The inspection team also spoke to indicative groups of staff and pupils 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 inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 7 alternative provisions, of which 4 are unregistered.

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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: 28.9%

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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 (final) 52.7% 45.4% Close to average

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national average

2023/24 (final) 53.4% 45.9% Close to average

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national average

2022/23 (final) 53.4% 45.3% 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) 48.4 45.9 Close to average

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national average

2022/23 (final) 49.1 46.3 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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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 (final) 31.3% 25.8% 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 (final) 36.1 34.9 Close to average

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national average

2023/24 (final) 37.8 34.6 Close to average

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national average

2022/23 (final) 34.6 35.0 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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national average

2023/24 (final) -0.31 -0.57 Close to average

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national average

2022/23 (final) -0.57 -0.57 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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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 (final) 0.0 0.0 Close to average

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national average

2023/24 (revised) -0.2 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 (3 term) 9.3% 8.4% Close to average

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national average

2023/24 (3 term) 10.2% 8.9% Close to average

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national average

2022/23 (3 term) 10.3% 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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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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Urgent improvement

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

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