Great Kingshill Church of England Combined School

School

Address: Cryers Hill Road, Cryers Hill, High Wycombe, Buckinghamshire, HP15 6JP Unique reference number (URN): 145245

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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 Strong standard

Pupils at this school achieve highly. This is reflected in published outcomes and the work that they diligently produce. Pupils’ achievements in national checks and tests are higher than national averages over time. Pupils who are disadvantaged achieve as well as or better than disadvantaged peers nationally. Leaders have carefully crafted the curriculum from Nursery through to Year 6 to ensure that all pupils build the knowledge and skills they need to succeed at every stage.

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Achievement Strong standard

Across the school, pupils are proud to share their learning and speak maturely about their progress and how they have refined their work. Well-considered adaptations for pupils with special educational needs and/or disabilities means they make notable progress from their starting points.

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Achievement Strong standard

Pupils confidently recall key learning and information with detail and secure understanding across a range of subjects. They make complex connections between new and old learning. Written work is of a high quality across year groups and subjects. As a result, pupils are consistently well prepared for the next steps in their education.

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Attendance and behaviour Strong standard

Pupils attend well. Attendance reflects the positive impact of the school’s work as well as pupils' enthusiasm for school life. Leaders and staff prioritise attendance and work closely with families to remove barriers which hinder pupils from coming to school. They work compassionately to create an expectation of high attendance for all. Staff understand pupils' individual needs and provide bespoke support. They work in partnership with parents to ensure those with additional barriers attend higher than their peers nationally. Almost all pupils arrive punctually and settle quickly to their learning each day.

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Attendance and behaviour Strong standard

Pupils are unfailingly polite and courteous. They are keen to demonstrate this in a variety of ways, such as holding open doors and showing manners. They pay close attention in class and follow instructions quickly. Pupils, including the youngest, show motivation and perseverance to learn and achieve. Pupils are positive about behaviour in the school and they are confident that if there are any rare incidents of bullying, these will be dealt with swiftly. Behaviour strategies are adapted where needed while maintaining the school's rigorous standards. For example, targeted support for specific pupils has a positive impact on their behaviour.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of the curriculum and teaching across the school. They have carefully designed a broad and well-sequenced curriculum from the early years to Year 6. Ensuring that pupils develop a love of learning across the full breadth of the curriculum is at the heart of leaders' decision making. Leaders prioritise developing pupils' foundational knowledge in reading, writing, mathematics and communication. Where pupils may have gaps, teachers identify these and work quickly to close them. The impact of the school’s work on vocabulary is seen in pupils’ high-quality written work and articulate spoken responses. For example, children in Reception describe whales’ blowholes, flukes and dorsal fins when explaining their work. Teachers consistently demonstrate secure subject knowledge and explain concepts clearly. This means pupils have a firm grasp of all content and builds on their prior learning.

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Curriculum and teaching Strong standard

Teachers model learning effectively through visual prompts and worked examples. Teachers and additional adults use effective questioning to check pupils' understanding and address misconceptions promptly.

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Curriculum and teaching Strong standard

Staff expertly use their precise understanding of pupils' individual needs to adapt provision for pupils with special educational needs and/or disabilities as well as other pupils who face barriers to their learning. As a result, these pupils benefit from the same ambitious curriculum as their peers.

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Early years Strong standard

Leaders have a precise understanding of children's developmental needs. They ensure that the teaching of children’s basic skills across the different areas of learning is prioritised. Vocabulary acquisition is a clear focus of the curriculum for Early Years. Children enjoy learning from texts, stories and rhymes. Teaching of new vocabulary is well-structured and deliberately planned and, as a result, pupils learn and remember this.

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Early years Strong standard

Leaders have high expectations of all children, including those who are disadvantaged. All children receive effective support to access the curriculum both through skilled adult guidance and during independent learning. Adults are deployed effectively, ensuring that children remain engaged and make secure progress across different areas of learning.

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Early years Strong standard

Relationships between adults and children are warm and nurturing. Staff interact positively with children and provide highly effective support to develop their confidence and independence. Well-established routines create a calm and purposeful learning environment. Children understand expectations and engage positively in their learning throughout the day. Leaders have ensured that care practices meet the needs of all children who attend.

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Early years Strong standard

Staff use assessment effectively to check children's understanding. High quality interactions are precisely targeted at children’s next steps. Adults know what learning to prioritise for each child. This helps them achieve highly. As a result, children are consistently well prepared for the next stage of their learning.

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Inclusion Strong standard

Leaders have robust systems in place. These allow them to identify pupils’ needs quickly. Leaders use these systems to rigorously monitor, evaluate and adapt the provision which is in place for pupils who face barriers to their learning and/or wellbeing. This includes pupils with special educational needs and/or disabilities, those known to social care and pupils who are disadvantaged. Staff take the time to get to know families and individual pupils extremely well. As a result, they have a precise understanding of individual needs. Leaders provide high-quality, regular training for staff. This helps adults to have a highly effective understanding of how best to support pupils who face barriers to learning. Consequently, staff carefully tailor help to ensure that all pupils can flourish.

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Inclusion Strong standard

Leaders work effectively with a broad range of external professionals. They weave support and advice into pupils’ learning plans. Staff have formed trusting relationships with parents who have confidence that their children consistently benefit from the work the school does.

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Inclusion Strong standard

Leaders make well-judged decisions on the use of additional funding. These decisions ensure that gaps between disadvantaged pupils and their peers close quickly.

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Leadership and governance Strong standard

Leaders have an accurate overview of the school's strengths. They precisely identify and prioritise key actions for school improvement. These decisions have pupils' best interests at the centre. Leaders’ deliberate actions improve the experiences of pupils, including those with special educational needs and/or disabilities. Regular monitoring and ongoing checks ensure the consistent implementation of these identified actions.

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Leadership and governance Strong standard

Trustees and governors are united in their shared ambition, embodied in the school’s vision of ‘Aspiring to be our best with kindness, respect and faith.’ Robust processes enable them to support and challenge leaders effectively. Governors and trustees are highly knowledgeable. They use this knowledge to ensure that they fulfil their statutory responsibilities.

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Leadership and governance Strong standard

Leaders promote a positive, respectful working culture where staff feel safe to make contributions. Wellbeing and workload are considered in decision making. Staff are consulted regularly through wellbeing surveys. They benefit from an open culture, where their views are welcomed and considered. Professional development is carefully planned and is evaluated for impact. Staff access a wide range of high-quality training. This provision enables them to provide highly effective support for all pupils.

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Leadership and governance Strong standard

Most parents and carers share highly favourable views about the school. They appreciate the inclusive culture and varied enrichment opportunities provided. One parent summing up the views of many stated that, ‘staff want children to succeed in every possible way.’

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Personal development and wellbeing Strong standard

Leaders have carefully crafted the programme for personal development which extends beyond the taught curriculum and into wider opportunities. They have strategically mapped out the wider personal development offer, including opportunities for pupils’ spiritual, moral, social and cultural development. This programme is woven into the school day which enables all pupils, including those who are disadvantaged, to access the same opportunities.

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Personal development and wellbeing Strong standard

The curriculum for personal, social and health education is meticulously planned and consistently well taught. Leaders have thoroughly considered how to remove barriers to learning. Skilful adaptations are made so that pupils with special educational needs and/or disabilities can access essential life learning. As such, pupils can recall in detail how to keep themselves safe, including online, how to stay healthy and about different types of relationships. Pupils have an equally secure understanding of fundamental British values.

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Personal development and wellbeing Strong standard

Pastoral support for pupils’ social, emotional and mental health needs is a particular strength of the school. Warm, caring relationships underpin the school's work. Staff know individual pupils and families well. This means they can anticipate when additional pastoral support may be needed and swiftly put this in place.

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Personal development and wellbeing Strong standard

Pupils have access to a wide range of clubs including art, tennis, dance and drama. Through their sensitive approach, leaders maximise participation for all. They are rightly proud of the high percentage of disadvantaged pupils who take part in residential visits.

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Personal development and wellbeing Strong standard

The impact of the programme for personal development is evident in how maturely pupils interact with each other, adults and visitors. Year 6 ambassadors take pride in the responsibilities they are given, such as supporting younger pupils. Through playground activities, pupils develop effective social skills and cooperate with each other. They share equipment well on the playground. The youngest pupils show resilience when waiting for their turn or when a tower they are building falls to the ground on the first attempt.

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

The school's vision, ‘Aspiring to be our best with kindness, respect and faith’ is lived out in pupils' daily lives. Pupils enjoy coming to school. They are kind and considerate to each other. Pupils hold doors open for others, help when their friends are hurt and enthusiastically greet visitors. Older pupils are proud to act as ambassadors for the school. They help younger children to settle into the routines of school life and with their belongings in the mornings.

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

Pupils love learning and display positive attitudes. Leaders have high expectations for pupils' conduct. Staff act as positive role models. In the morning, pupils are greeted by warm, caring adults who know them well. A smile and encouragement for those who need it helps pupils to be ready for the day ahead. Independence is developed from the beginning.

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

Incidents of unkindness and bullying are rare. Pupils know that adults keep them safe by addressing problems when they arise. As such, pupils are safe, they attend well and want to come to school.

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

Pupils achieve highly across the curriculum. They are ambitious for themselves. They are confident and eager to talk about what they know. Pupils benefit from consistently effective teaching that meets their needs. This includes pupils with special educational needs and/or disabilities, who make excellent progress from their starting points. As a result, pupils are remarkably well prepared for the next stage of their learning.

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

All pupils are supported, encouraged and nurtured to be successful here. They make the most of the wide variety of opportunities on offer, including outdoor learning, clubs and trips. Pupils bubble with enthusiasm when talking about visits which are carefully linked to their learning and make the most of the school’s local area.

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Next steps

Leaders should ensure that they continue to utilise well-embedded systems to precisely monitor the ongoing impact of school improvement strategies.

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About this inspection

This school is part of Kings Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Joanne Garlick and overseen by a board of trustees, chaired by Anthony Kent.

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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

This inspection took place from 30 June 2026 to 1 July 2026.

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About this inspection

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

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About this inspection

Inspectors spoke with the executive headteacher and other senior leaders during the inspection. They also met with trustees, members of the local academy committee, a representative from the diocese and a representative from the local authority.

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About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

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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. Its last section 48 inspection was 21 November 2023.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Darren Aisthorpe, Ofsted Inspector Paul Shaughnessy, Ofsted Inspector Laurie O'Brien, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 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 6 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 needs support 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) 61% 62% Close to average

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average

2023/24 (final) 64% 61% Close to average

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average

2022/23 (final) 67% 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

2022/23 (final) 70% 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) 79% 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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national average

2022/23 (final) 43% 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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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

2022/23 (final) 57% 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

2022/23 (final) 57% 59% 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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gap

‘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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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

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 .

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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 .

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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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