The Rushmere Park Academy

The Rushmere Park Academy

Address: East Street, Leighton Buzzard, Bedfordshire, LU7 1EW Unique reference number (URN): 146685

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

Early years Strong standard

Children make a very positive start in the early years. Leaders set clear priorities, and staff follow them each day. Staff check what children know and can do, then plan next steps that build towards Year 1.

p.2

Early years Strong standard

Staff use high-quality interactions, play and routines to develop children's language, early number and independence. Staff introduce new words and build children's confidence in speaking. For example, children learn about the monarchy through play to develop physically and creatively and expand their knowledge of the world. Staff praise small successes to encourage the quieter children to join in more often.

p.2

Early years Strong standard

The curriculum is well designed and sequenced across all areas of learning. Staff revisit learning so children remember more over time. Children stay focused, such as when making play dough by following instructions. Staff also help children recall learning, for example by creating a class diary about newly hatched ducks.

p.2

Early years Strong standard

Wellbeing and welfare practices are well established. Staff keep children safe and follow safe care routines. Mealtimes stay calm and organised. Inclusive practice runs through daily work. Staff skilfully provide extra help for children with additional needs and children who speak English as an additional language. Children make progress through the ambitious early years curriculum, which prepares them very well for Year 1.

p.2

Personal development and wellbeing Strong standard

Personal development and wellbeing are embedded in daily school life. Pupils learn through a carefully designed personal, social and health education curriculum. Staff revisit key ideas so pupils deepen their understanding over time. Pupils develop secure knowledge about keeping safe, including online safety, healthy friendships and how to manage worries. Pupils also learn about money and how to spend it carefully on things they need. This helps pupils make safe decisions at school and at home.

p.2

Personal development and wellbeing Strong standard

Pupils learn about different beliefs, cultures and families. Staff teach this in a respectful way that fits the school community. Leaders choose books, visits and activities to widen pupils’ horizons. Pupils take part in events that celebrate belonging and help pupils to understand difference. This reduces unkind language and supports a positive culture across the school.

p.2

Personal development and wellbeing Strong standard

Pupils build a strong sense of citizenship. Leadership roles give pupils a voice in decisions and help them practise fairness. Pupils contribute to school improvements and take responsibility for shared spaces. Pupils also take part in community activities, including work with local care homes and projects that improve the school environment. This builds confidence, pride and a sense of purpose.

p.2

Personal development and wellbeing Strong standard

Leaders provide a wide range of clubs, visits and enrichment. Pupils extend interests through sport, arts, mindfulness activities and outdoor learning. Leaders respond to parent feedback and broaden the offer. This helps pupils find interests and strengths beyond lessons.

p.2

Expected standard

Leaders check pupil participation and remove barriers so they do not miss out. Staff adapt activities and provide practical support so disadvantaged pupils, pupils with special educational needs and/or disabilities, young carers and pupils known to social care can take part fully. This inclusive approach supports wellbeing and helps pupils feel they belong. They are being prepared well for their next steps.

p.3

Achievement Expected standard

Pupils usually make expected progress from their starting points. Over the last few years, results in national checks have improved and are now closer to the national averages. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Staff generally adapt work, so pupils learn the same themes as their classmates. Pupils who need extra help usually receive it in class or through short, focused support.

p.3

Achievement Expected standard

In the early years, children generally progress well, especially in their language and early number development. Leaders’ checks show many children build the foundations they need and are ready for Year 1.

p.3

Achievement Expected standard

Some differences in achievement remain for pupils who face the biggest barriers. For example, when a pupil's absence is high, their knowledge does not build as securely over time. However, overall, pupils develop the knowledge, skills and learning habits they need to move on confidently to the next stage of education.

p.3

Attendance and behaviour Expected standard

Leaders place attendance at the centre of school improvement. Attendance is now broadly in line with national levels. Pupil absence has reduced, though it remains higher for some groups, especially for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Leaders know which pupils miss school most and act quickly. For example, staff contact families on the first day of absence, follow up later and visit homes when needed. Leaders work with other services when concerns persist and take a firm approach to term-time holidays. These actions improve attendance for some pupils, though a small number still miss too much school.

p.3

Attendance and behaviour Expected standard

Pupils usually behave calmly and show positive attitudes to learning. Leaders have raised expectations and improved consistency through a taught approach to behaviour. Staff use clear routines in lessons and at social times. Most pupils respond well. Some pupils have additional support to understand and manage their feelings and actions. Staff make reasonable adjustments for pupils with SEND and use individual plans when required. Staff deal with bullying promptly. Leaders also record and respond to discriminatory or unkind behaviour, online or offline. Some low-level disruption can affect learning time in a few lessons. Leaders continue to embed routines so pupils experience the same calm expectations across the school.

p.3

Curriculum and teaching Expected standard

Leaders have set a clear and ambitious curriculum. They identify the important knowledge pupils should learn and organise this carefully across subjects. Leaders have focused on building firm foundations in reading, writing and mathematics. Improvements to phonics, mathematics and writing are helping pupils build secure knowledge in these areas.

p.4

Curriculum and teaching Expected standard

Teaching usually follows agreed approaches. Staff generally give clear explanations, use consistent routines and provide regular practice so that pupils can learn well. Pupils revisit earlier learning and can often remember key vocabulary and knowledge. Staff largely have secure subject knowledge.

p.4

Curriculum and teaching Expected standard

The curriculum is broad and follows the national curriculum. In most subjects, pupils learn what leaders intend. However, this is not yet consistent in all subjects. In some lessons, learning is not broken down clearly enough, which means some pupils do not fully understand new ideas. Pupils do not always use their writing skills in other subjects. The school is working on developing more consistency across subjects.

p.4

Curriculum and teaching Expected standard

Teaching usually helps pupils with special educational needs and/or disabilities learn the same curriculum as their classmates. Staff adapt work and provide extra support where needed.

p.4

Inclusion Expected standard

Leaders generally promote an inclusive culture. Pupils with different needs feel welcome. Staff identify needs early, check progress and change provision if it does not work. Teachers try adapting approaches in the classrooms first. Specialist staff step in if difficulties continue. This reduces barriers and keeps pupils learning alongside their classmates.

p.4

Inclusion Expected standard

Leaders use additional funding in practical ways for disadvantaged pupils. This often pays for breakfast provision, learning resources and extra pastoral care. This support means pupils start the day settled, concentrate better and feel ready to learn.

p.4

Inclusion Expected standard

Pupils with special educational needs and/or disabilities usually receive well-matched adjustments. Staff adapt tasks and routines, so pupils learn the same themes as their peers. The resourced provision supports the learning and development of pupils with autism effectively. Pupils follow individual plans and join mainstream classes when this meets their needs.

p.4

Inclusion Expected standard

Staff keep close oversight of pupils known, or previously known, to children’s social care. Staff work with other agencies and offer extra support if family circumstances affect a pupil's wellbeing. Leaders also consider young carers and others facing hardship. For pupils who attend alternative provision, leaders check its quality, pupils' attendance and safety and keep them connected to school.

p.4

Leadership and governance Expected standard

Leaders have a clear view of what the school does well and what still needs to improve. They have set priorities that matter most to pupils' development and achievement. Leaders use regular checks and careful analysis to review what is working for different groups. This helps them to focus resources where pupils need them most, though some improvements are not yet as fully embedded as leaders would like.

p.5

Leadership and governance Expected standard

Those responsible for governance meet their statutory duties. Trustees use performance information, quality checks and visits to test leaders’ work and knowledge of the school. They provide challenge and support, with a clear focus on the experience of disadvantaged pupils and pupils with special educational needs and/or disabilities. Trust systems give clear lines of responsibility and help the school to keep improving during periods of change.

p.5

Leadership and governance Expected standard

Leaders take staff wellbeing and workload seriously. Staff feedback shows high confidence in leadership and a positive working culture. Leaders respond to staff views, including giving more time for planning and providing wellbeing support. This helps staff to focus on teaching and caring for pupils. Professional development links to school priorities and builds expertise across staff roles. The impact is positive, though practice can vary in a small number of areas.

p.5

Leadership and governance Expected standard

Leaders work with parents and the wider community. Many parents value the care pupils receive. Some parents still want clearer communication, especially when pupils move classes. Leaders recognise this and continue to strengthen how they share information with families.

p.5

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

The values of resilience, respect and responsibility guide pupils' daily life. Pupils link these values to honesty, kindness and trying again when learning feels hard. A buddy system supports pupils new to the school to settle in, learn routines and make friends. In the early years, routines build confidence. They help children feel safe, manage feelings and become independent. Pupils settle quickly and learn well.

p.5

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

Clear expectations shape behaviour. Routines help lessons start promptly and protect learning time. Breaktimes usually feel calm with close supervision. Most pupils play sensibly and include others. Some pupils report unkind behaviour at times. Staff deal with bullying quickly and fairly. Pupils know how to report problems, and trusted adults are easy to find.

p.5

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

Learning captures pupils’ interests. Early reading and number skills give pupils the knowledge and skills they need for harder work as they move through the school. Pupils talk confidently about different letter sounds. They can also recall key facts from geography, such as naming the different continents. Planned visits make learning more memorable, such as exploring history during a visit to a castle or learning more about animals during a zoo visit linked to science.

p.5

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

Wider experiences add to school life. Clubs build confidence and teamwork. Activities include sport, craft, gardening, yoga and mindfulness. Leadership roles develop pupils' skills and prepare them well for life in modern Britain. For example, pupils improve the school grounds through projects such as developing the pond area. They also raise funds to improve access to books.

p.5

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

Attendance is improving for most pupils. Some pupils still miss too much school, especially pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders understand that being in school every day matters. Attendance protects learning and friendships. Staff work with families to remove barriers and offer targeted support so all pupils attend more regularly.

p.6

Next steps

Leaders should work on recent gains to sustain and improve pupil attendance, reducing persistent absence rates, particularly for pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders should ensure consistent implementation of the curriculum and teaching so that pupils apply and build key skills ready for the next stage of education.

p.6

About this inspection

This school is a part of a multi-academy trust, which means other people in the trust also have responsibility for running the school. The chief executive officer of the trust is Stuart Lock. The trust is overseen by a board of trustees, chaired by Mark McCourt.

p.6

About this inspection

The executive principal, Tanya Knight, also acts as the director of primary education for the trust.

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 principal, executive principal, senior leaders and a group of staff to consider their views. The lead inspector met with members of the trust board.

p.6

About this inspection

Inspectors visited lessons, spoke with pupils and reviewed curriculum information and pupils’ workbooks.

p.6

About this inspection

Inspectors spoke with some parents at the start of the school day. They considered responses to the online survey, Ofsted Parent View, including free-text comments.

p.6

About this inspection

Inspectors also considered responses to Ofsted’s staff and pupil surveys.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school makes use of 3 alternative providers.

p.6

Team inspectors:

Lesley Stevens, Ofsted Inspector Danny Wagstaff, 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 school includes a specially resourced provision for 10 pupils with autism spectrum disorder.

p.7

What does this mean?

The school also, under the same registration, runs a pre-school and nursery provision for 2- and 3-year-olds.

p.7

What does this mean?

Principal: Viv Capron 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.9

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

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.9

Persistent absence

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

p.9

national average

2024/25 (3 term) 14.8% 13.0% Close to average

p.9

national average

2022/23 (3 term) 18.0% 16.2% Close to average

p.10

Exceptional

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

p.10

Strong standard

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

p.10

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.10

Needs attention

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

p.10

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.10

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.

p.10

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.10

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

p.10

Urgent improvement

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

p.11