Elmhurst School

Elmhurst School

Address: Dunsham Lane, Elmhurst School, Dunsham Lane, Aylesbury, Hp20 2db, Aylesbury, Buckinghamshire, HP20 2DB Unique reference number (URN): 147156

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Attendance and behaviour Expected standard

Pupils enjoy attending school and feel a real sense of belonging. Leaders have high expectations of parents to ensure that their children attend school regularly and on time. They are proactive in identifying when pupils may face barriers to attending school. Leaders work effectively with families on a bespoke and individual basis to help remove these barriers. As a result, pupils' attendance has been rapidly improving and is now close to the national average, including for disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders are not complacent and want this to improve further.

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Attendance and behaviour Expected standard

The start to the school day is calm and purposeful. This creates an environment where pupils can quickly start learning. This positive atmosphere continues throughout the day. Pupils work hard and want to achieve well. When pupils require support with their behaviour, staff provide this very effectively. Pupils appreciate and understand the fair behaviour policy. Leaders promote positive and respectful behaviour and have embedded secure routines. This means pupils feel safe. Social times are highly enjoyable. This is because pupils genuinely care for and look after each other. Relationships between staff and pupils are very positive. Incidents of bullying or discriminatory behaviour are rare. If they happen, staff deal with them swiftly and effectively.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. The curriculum is ambitious and well designed, so that pupils build up their knowledge and skills over time. For example, subjects such as geography and history, have clear ‘golden threads’ that are revisited regularly so that pupils reinforce and connect their prior learning.

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Curriculum and teaching Expected standard

The teaching of early reading and phonics is well structured and provides targeted support for pupils who need to keep up or catch up. Staff teach phonics and early writing effectively, typically addressing misconceptions promptly. Leaders support staff to improve how handwriting is taught so that approaches are more consistent. This is to ensure that pupils develop accurate and fluent letter formation over time. Leaders’ work to improve older pupils’ ability to analyse how writers of texts use different techniques is beginning to have a positive impact. This is because teachers encourage pupils to talk to each other about their reading and learning which develops their understanding.

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Curriculum and teaching Expected standard

Teachers explain ideas clearly and ask questions to check pupils’ progress through the curriculum. Staff make appropriate adaptations for pupils with special educational needs and/or disabilities (SEND) so that they can learn alongside their peers. At times however, pupils do not have the opportunity to deepen their learning further.

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Early years Expected standard

Leaders have a secure understanding of what children need to learn to be ready for the next stage of their education. They provide an inclusive and welcoming early years environment for children from 2 years old. The curriculum is thoughtfully sequenced and built around high-quality texts. There is a clear focus on enhancing children's vocabulary through songs and rhymes.

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Early years Expected standard

Effective use of both the indoor and outdoor spaces develops children's engagement and positive attitudes to learning. Leaders are strengthening how writing is taught so that children build more confidence in how they form letters and words when handwriting. Overall, the curriculum successfully promotes children's progress in all areas of learning and prepares them well for Year 1.

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Early years Expected standard

Staff prioritise children's personal, social and emotional development, ensuring they feel cared for and safe. They liaise effectively with parents and carers so that they can support their child's learning at home. Staff interact purposefully and clearly with children, particularly those who are less confident to speak. For example, staff ask questions that prompt children to think creatively about what they observe, such as the different parts of fruit and vegetables.

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Early years Expected standard

Leaders and staff know children's needs well. Generally, they ensure that children receive support to help them overcome any difficulties, for example with communication and language. Leaders ensure that children with additional needs access the same activities as their peers and are fully integrated into school life.

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Inclusion Expected standard

Leaders ensure that inclusion sits at the heart of all decision-making. They identify accurately the specific needs of pupils with special educational needs and/or disabilities (SEND). This begins when children start in the early years. When relevant, the school uses information contained in pupils' education, health and care plans effectively in order to set and review pupils' specific targets.

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Inclusion Expected standard

Staff receive appropriate training in how to meet pupils' individual needs. Consequently, barriers to learning are typically addressed. Staff support pupils to close gaps in their knowledge through targeted teaching and additional interventions. This is showing increasing impact for many pupils.

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Inclusion Expected standard

Leaders provide extensive support for pupils’ personal and emotional support. They engage very well with external professionals to support pupils who face barriers to learning and regulation of their behaviour. Staff draw on the expertise of others to help them design and deliver support that will enable all pupils to be successful.

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Inclusion Expected standard

Additional funding is used very effectively in order to support disadvantaged pupils in overcoming any barriers they face. Leaders routinely check the impact of staff support for these and other pupils. This helps leaders to understand where strategies need to be adapted as pupils' needs change.

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Leadership and governance Expected standard

Leaders know the school and its community very well. They understand what the school's strengths are and where it needs to improve. Leaders use this knowledge to set clear priorities and take direct, prompt action. They are highly focused on improving outcomes for pupils, especially those who face barriers to their learning or wellbeing. The school has faced significant challenges over recent years. This has not swerved leaders' attention away from their overall aim to have high expectations of all pupils and to meet pupils' individual needs. Inclusion is promoted consistently across the whole school.

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Leadership and governance Expected standard

Trustees and governors carry out their role effectively. They want all pupils to achieve as well as they can and acknowledge that inconsistencies in pupils' outcomes need to be addressed in order to realise the school's high aspirations. With the trust’s support, leaders have put in place clear systems and processes to check that the quality of educational provision is as high as possible. The trust provide both support and challenge to ensure that the school continues to improve at a swift pace.

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Leadership and governance Expected standard

There are many opportunities for professional learning. Staff take part in a well-planned programme of training both within school and across the trust. Leaders recognise that improving the implementation of the curriculum in the classroom further, is key to securing the school's future success.

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Leadership and governance Expected standard

Staff are fully supportive of leaders' ambitions. They appreciate how leaders take their wellbeing and the management of their workload very seriously and feel very well supported. Parents and carers are very positive about the school and the support and care their children receive.

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Personal development and wellbeing Expected standard

Leaders have designed a personal development offer and a programme of wider opportunities that prepare pupils well for life beyond school. This includes a comprehensive personal, social, emotional and health education curriculum. Pupils learn important knowledge for their future lives, such as personal safety, staying safe online, and taking care of their physical and mental health.

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Personal development and wellbeing Expected standard

Pupils benefit from the sense of community in the school. They specifically mention the 'family feel'. Pupils appreciate the importance of learning about fundamental British values, such as democracy and tolerance. They respect the different religious beliefs people hold. The school’s diversity is celebrated at every opportunity.

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Personal development and wellbeing Expected standard

Pupils appreciate taking on positions of responsibility, such as eco-warriors or house captains. These help to build pupils' confidence. They also appreciate the different opportunities the school provides for them to develop their talents and interests. Pupils enjoy the interesting trips they go on, including residentials. For example, when learning about World War 2 in history, they visited Bletchley Park. These visits help pupils to learn more about the subjects they study in school. Pupils develop as active citizens, for example by contributing to their local and international community with fundraising activities. Pupils also enjoy the many competitions that take place such as Spelling Bee and the Mathematical Olympiad.

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Personal development and wellbeing Expected standard

Inclusion is at the heart of leaders' approach to personal development. Leaders track pupils' participation in activities and are proactive in identifying any barriers to personal and social development that pupils may face. For example, they have carefully re-designed breaktimes to ensure involvement in a wider range of activities. This inclusive and caring approach helps pupils feel confident when moving between different year groups and for their next

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Needs attention

stage of education. Older pupils are excited about joining secondary school. This is because the school has put in place a range of useful activities to smooth this important transition.

p.5

Achievement Needs attention

Pupils’ achievement in national examinations at the end of Year 6 has been variable over recent years and declined in 2025. However, pupils who are disadvantaged, have performed in line with national averages. Similarly, in the Year 1 phonics and Year 4 multiplication times table checks, pupils achieve in line with their peers nationally. Pupils who have special educational needs and/or disabilities (SEND), typically progress well from their starting points.

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Achievement Needs attention

Leaders prioritise the learning of the most important skills in early reading, writing and mathematics as soon as pupils enter the school. The teaching of reading for older pupils is improving. However, in some subjects pupils do not always demonstrate a secure understanding of what they have learned. Leaders are now ensuring greater consistency in the level of teacher challenge and the effective use of feedback across all classes and subjects. However, leaders are fully aware that standards need to improve further and be sustained over time.

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

Pupils love being part of this school's very caring community. They feel that they belong and that they are safe. From the early years, children are known well as individuals. Any barriers to learning they may have are quickly identified. This includes pupils who have special educational needs and/or disabilities (SEND) or are disadvantaged.

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

Pupils benefit from a generally well-taught and ambitious curriculum. They enjoy their learning. While achievement in national examinations is variable, pupils are typically well prepared for the transition to secondary school.

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

Relationships between pupils and staff are warm and respectful. Pupils say that bullying is rare, and if it should happen, staff deal with it rapidly. They treat each other with consideration and respect. This creates a supportive environment where everyone feels included. Diversity and difference are proudly celebrated at the school. Pupils behave well and respect the rules and values in the school's behaviour policy. They trust adults with any worries. Pupils’ attendance to school is now improving. When pupils and families need additional help to overcome barriers to attendance, the school's inclusion team is ready to support them.

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

Pupils enjoy the range of leadership roles on offer, and they serve the school community with pride. They have many opportunities to take on responsibilities. These include being eco-warriors and house captains. As a result, pupils are prepared well for being responsible citizens in modern Britain. A range of extra-curricular activities help pupils to discover their talents and interests. Pupils learn about respect and caring for others through a variety of community projects. These wider opportunities benefit all pupils, including those with SEND or pupils who have other needs.

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Next steps

Leaders need to ensure that the necessary actions to improve pupils’ achievement, and particularly their attainment in key stage 2 public examinations is sustained over time so that pupils achieve well are fully prepared for the next stage in their education. Leaders need to continue to build on their consistent implementation of the ambitious curriculum and ensure that teachers enhance their adaptations to teaching so that gaps are quickly addressed and pupils extend and deepen their understanding.

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About this inspection

This school is part of the Great Learners Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sarah Baber and overseen by a board of trustees, chaired by Nick Phillips. There is also an executive headteacher, Rachel Lee.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. Following our updated inspection framework, all inspectors are now led by His Majesty's Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and the executive headteacher, members of the local governing body and the trustees, the chief executive officer, senior leaders and other leaders and staff during the inspection.

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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 currently uses no alternative provision.

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About this inspection

The school also, under the same registration, runs a part-time nursery provision for 2 year olds.

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Team inspectors:

Leah Morgan, Ofsted Inspector Ian Elkington, Ofsted Inspector Gary Regan, Ofsted Inspector

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Facts and figures used on inspection

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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What does this mean?

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

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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

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 52% 60% 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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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 (final) 70% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 68% 71% 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

2023/24 (final) 67% 73% Close to average

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average

2022/23 (final) 68% 73% 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 (final) 47% 47% Close to average

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national average

2023/24 (final) 44% 46% Close to average

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national average

2022/23 (final) 52% 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 (final) 67% 63% Close to average

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average

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 64% 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 (final) 67% 59% Close to average

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average

2023/24 (final) 56% 58% Close to average

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average

2022/23 (final) 64% 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 (final) 57% 61% Close to average

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average

2023/24 (final) 56% 59% Close to average

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average

2022/23 (final) 64% 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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Urgent improvement

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