Monks Risborough CofE Primary School

Monks Risborough CofE Primary School

Address: Peters Lane, Princes Risborough, Buckinghamshire, HP27 9LZ Unique reference number (URN): 110434

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Early years Strong standard

Leaders have created an ambitious curriculum for early years. They carefully consider the interests of children and their starting points. Staff plan activities precisely to build on children's prior learning, adapting them effectively to meet a range of different needs. As a result, children who face barriers to learning achieve well and keep pace with their peers. Children apply their phonics knowledge with confidence, using taught sounds to decode unfamiliar words. Their early writing is thoughtfully developed through planned opportunities.

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Early years Strong standard

Staff maintain high expectations. They deliberately maximise opportunities for high-quality interactions with children. This helps to extend children’s vocabulary and strengthen their early communication skills. All areas and activities have a clear and deliberate learning purpose and support the development of children’s independence. Staff are skilled at deepening children’s understanding, using every opportunity to promote learning.

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Early years Strong standard

Staff maintain warm, nurturing relationships with parents and carers. This helps ensure that families are well equipped to support their children’s learning at home. Parents feel comfortable approaching staff with any worries.

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Early years Strong standard

A well-designed transition plan prepares children effectively for key stage 1. By the end of Reception Year, they are thoroughly well prepared for these next steps.

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Personal development and wellbeing Strong standard

The school equips pupils well for the next stages of their education and for life in modern Britain. Leaders have developed a coherent programme for pupils' personal development. This includes the effective teaching of personal, social and health education. Leaders shape the personal development offer carefully to reflect the school’s context. For example, pupils learn to stay safe near the local railway. They learn how to navigate the busy roads around the school safely. Pupils also develop a firm understanding of how to keep safe online and what constitutes a healthy diet.

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Personal development and wellbeing Strong standard

The personal development and wellbeing offer, including targeted collective worship, enhances pupils' understanding of fundamental British values. Pupils demonstrate secure understanding through their kindness and mutual respect. Pupils remember what they have learned in detail and explain key topics confidently. These include healthy relationships, equality and respect for others. Pupils are tolerant and value fairness. The school meets its statutory requirements for relationships, sex and health education.

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Personal development and wellbeing Strong standard

Pupils speak highly of their experiences at school. Staff are supportive and nurturing and maintain high aspirations for all pupils. Pupils are safe. Pastoral support is highly effective. Staff build warm, trusting relationships that encourage pupils to seek help when needed. Pupils take pride in their school through the school's approach to personal development and how it shapes pupils' character.

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Personal development and wellbeing Strong standard

The school provides a rich range of opportunities for pupils to develop their talents and interests across music, the arts and sport. For example, many pupils have opportunities to

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Expected standard

represent the school in sporting competitions. Leaders monitor participation closely to ensure that all pupils are included. Additional support is provided so that disadvantaged pupils and those with special educational needs and/or disabilities can take part fully. As a result, pupils are happy and well cared for. Leadership opportunities, such as school council elections and eco councillor roles, further reinforce pupils' understanding of democratic values and responsibilities.

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Achievement Expected standard

Children in the early years achieve very well. They develop key knowledge and skills in reading, writing and mathematics, alongside their personal and social development. By the end of Reception Year, they are well placed for learning in key stage 1. Outcomes in the phonics screening check are above national averages.

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Achievement Expected standard

Pupils achieve results in key stage 2 that are broadly in line with national averages in reading, writing and mathematics, including for disadvantaged pupils. This helps prepare them well for the next stage of their education. Pupils engage keenly with their learning, which is reflected in the improving quality and depth of their work. They demonstrate accurate knowledge and make links across subjects. Pupils' recall of their learning across subjects beyond English and mathematics is sound. Teachers support this by regularly revisiting prior learning and giving pupils helpful opportunities to practise key skills.

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Attendance and behaviour Expected standard

Leaders understand pupils' attendance rates and the factors that influence them. They monitor patterns of absence closely alongside their accurate knowledge of pupils. Leaders take action quickly when absence rates rise. They work collaboratively with parents, carers and wider professionals to understand and reduce the barriers to regular attendance. This work is typically successful. It is reflected in improving attendance rates that are broadly in line with national averages. However, attendance remains variable for a small number of pupils. This includes disadvantaged pupils and some pupils with special educational needs and/or disabilities (SEND). While there has been some improvement, these groups do not routinely attend school as regularly as their peers.

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Attendance and behaviour Expected standard

Behaviour across the school is calm and orderly. Pupils conduct themselves well. They are courteous and engage positively with one another. Leaders ensure that staff consistently apply the school’s behaviour policy and that pupils understand its expectations. Those who need extra help to manage their emotions are skilfully supported by staff who show warmth and care. Pupils try hard, take pride in their learning and show respect for others. Incidents of bullying and discriminatory behaviour are rare. Leaders adopt an inclusive approach to behaviour, making suitable adjustments to enable pupils with SEND to participate fully.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that is both challenging and engaging. They make appropriate choices to improve provision further, such as refining the teaching of mathematics. The curriculum is ambitious. Leaders ensure that pupils who are at the early stages of learning to read are taught effectively. Staff implement the established phonics programme well, supported by secure subject knowledge. Pupils who need additional help receive targeted support, enabling early readers to access the wider curriculum with increasing independence.

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Curriculum and teaching Expected standard

Staff tailor teaching so that pupils who need additional help, including those with special educational needs and/or disabilities (SEND), benefit from appropriate support. This helps pupils focus on key learning and build on their prior knowledge effectively. Leaders have a secure overview of the curriculum and the quality of teaching. They use this to inform school improvement and shape professional development for staff. As a result, teachers have the knowledge and skills needed to deliver the curriculum effectively. Typically, teachers check pupils' understanding routinely to determine what pupils know and remember. However, inconsistencies in the effectiveness of these checks mean that, sometimes, gaps in pupils' knowledge are not identified or addressed, including for pupils with SEND.

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Inclusion Expected standard

Leaders quickly identify pupils’ needs and act promptly to address them, seeking external support where needed. This includes working with health professionals to support disadvantaged pupils and those who find it difficult to attend school regularly. Leaders ensure that support strategies are centred on the needs of individual pupils. Staff deliver these carefully planned strategies effectively to support those with a range of vulnerabilities.

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Inclusion Expected standard

Leaders monitor the participation of disadvantaged and other vulnerable pupils in wider opportunities, such as representing the school in sports or art competitions. This helps leaders to provide targeted support for individual pupils to encourage and promote their involvement in wider school life. Consequently, leaders' actions help to improve pupils' experiences and outcomes.

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Inclusion Expected standard

Leaders have a clear understanding of the school's inclusive approaches, including the use of additional funding. They review provision regularly and adjust support where needed. Decisions are informed by evidence and shaped through partnership with wider professionals, including the virtual school. The school takes account of pupils' views and uses a range of approaches to engage families, including open mornings and focused support sessions for disadvantaged pupils.

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Leadership and governance Expected standard

Leaders are ambitious and prioritise supporting all pupils to achieve. They know their pupils and community well. Leaders have a clear and realistic understanding of the school’s strengths and priorities. Their actions regarding attendance and phonics show that they take purposeful and decisive actions appropriately. Leaders provide a well-planned, continuous programme of professional development for staff. These meaningful opportunities contribute directly to improvements in teaching and learning, building confidence and securing effective practice. Leaders routinely review the impact of safeguarding training to ensure that staff remain vigilant and well informed.

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Leadership and governance Expected standard

Staff report that their workload is manageable. They value the thoughtful consideration leaders give to their wellbeing. As a result, staff morale is extremely high.

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Leadership and governance Expected standard

Leaders, including governors, evaluate the impact of their work, fostering a positive school culture in which pupils thrive. They ensure that statutory responsibilities are met effectively. Governors understand their responsibilities and carry out their roles with care. Through robust challenge, they ensure that leaders maintain high standards.

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Leadership and governance Expected standard

The school sits at the heart of its local community. Parents and carers value the school highly. They believe the school helps their children to succeed. Strong relationships with the community enable staff to know families well, and parents are especially positive about support for pupils with special educational needs and/or disabilities.

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

Pupils are proud to attend this inclusive school. Children are warmly welcomed and feel part of the caring, values-driven community. They understand and speak confidently about the school’s vision, 'A school family where everyone thrives in every way.' Pupils demonstrate kindness, respect and positive attitudes to learning and towards one another. Pupils across the school get on well together.

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

Pupils, including children in early years, behave well in lessons and around the school. They follow established routines and value the calm, supportive environment. Pupils feel safe and appreciate the range of adults they can turn to for support. They welcome the well- established pastoral systems, such as 'regulation spaces' and 'quiet rooms'. Bullying is uncommon, and leaders deal with it swiftly if it occurs.

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

Pupils are motivated about learning. They appreciate the different ways in which staff make lessons engaging. In the early years, children enjoy a rich range of purposeful activities that build essential knowledge and skills. These ensure that they are very well prepared for the next stage of education. Across the school, teaching is generally effective and supports pupils to achieve well.

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

Pupils benefit from a broad and varied curriculum that extends well beyond the classroom. They take part in clubs, educational visits and sports competitions, such as cross-country running events and cricket tournaments. These experiences enhance pupils’ enjoyment of school life.

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

Most pupils attend school regularly and arrive on time. Pupils who experience difficulties in attending school are equipped with appropriate individualised support that removes barriers for them. This includes pupils with special educational needs and/or disabilities and disadvantaged pupils.

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Team inspectors:

Meena Walia, Ofsted Inspector Ed Mather, His Majesty's 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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Next steps

Leaders should further strengthen the use of assessment to identify gaps in learning, including for pupils with special educational needs and/or disabilities (SEND), so that teaching is more precisely adapted and all pupils are supported to achieve highly. Leaders should sustain their work to improve attendance so that even more disadvantaged pupils and pupils with SEND attend school regularly.

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About this inspection

The chair of the board of governors in this school is Jane Curry.

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About this inspection

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

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with governors, including the chair of governors, the headteacher, senior leaders and staff during the inspection. Inspectors also spoke to a representative of the local authority, pupils and parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Oxford. The last section 48 inspection was carried out in March 2025.

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About this inspection

The school does not use any alternative provision.

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About this inspection

Headteacher: Amy Robinson This data is from 16 June 2026

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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

2024/25 (final) 58% 62% Close to average

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average

2023/24 (final) 65% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 77% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 72% 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

2024/25 (final) 71% 74% Close to average

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average

2023/24 (final) 77% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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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) 56% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 5.9% 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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national average

2024/25 (3 term) 12.4% 13.0% Close to average

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national average

2023/24 (3 term) 11.7% 14.6% Close to average

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national average

2022/23 (3 term) 14.7% 16.2% Close to average

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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. 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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