Prestwood Junior School

Prestwood Junior School

Address: Clare Road, Prestwood, Great Missenden, Buckinghamshire, HP16 0NR Unique reference number (URN): 149688

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Achievement Expected standard

The majority of pupils, including those who are disadvantaged, achieve well by the end of key stage 2. Pupils' outcomes in reading, writing and mathematics at the end of key stage 2 broadly match national averages. These outcomes typically prepare pupils well for their secondary education.

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Achievement Expected standard

Pupils generally progress well through the curriculum and develop their knowledge across subjects. Their knowledge and skills build as they move through the school. Pupils enjoy learning, focusing well on their tasks and work. They articulate their learning and deepening understanding with increasing confidence. However, sometimes in subjects other than English and mathematics, unidentified misconceptions and gaps in pupils' knowledge prevent them from achieving as well as they might.

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Curriculum and teaching Expected standard

The school has a broad and ambitious curriculum. It supports pupils to build on their prior knowledge. The curriculum is typically implemented in line with leaders' vison. They have worked with the trust to review practice and put training in place to further develop the quality of teaching. Teachers have high expectations and generally explain learning clearly. The school prioritises the development of pupils' communication. Leaders have strengthened the focus on oracy and independence across the school. As a result pupils are developing greater confidence in communicating their ideas and are showing increasing independence in their learning and interactions.

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Curriculum and teaching Expected standard

Staff amend their teaching purposefully for pupils who require additional support, including those with special educational needs and/or disabilities. This enables pupils to concentrate on what is important and helps them to make meaningful connections to previous learning. Staff demonstrate sound subject knowledge.

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Curriculum and teaching Expected standard

Staff generally use information from leaders' monitoring of curriculum delivery to adapt and refine their teaching. However, this monitoring and improvement work is not yet fully embedded. Consequently, gaps in pupils' knowledge and understanding in some subjects, including writing and spelling, are not always identified or addressed as promptly as they could be.

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Inclusion Expected standard

Leaders identify pupils' needs promptly and ensure that support is put in place quickly. Detailed assessment and review processes enable staff to develop an accurate understanding of pupils' strengths and barriers to learning. As a result, support is tailored effectively to individual needs and reviewed regularly to ensure that it remains effective and appropriate. Staff implement carefully planned strategies that help pupils with special educational needs and/or disabilities, and other vulnerabilities, participate fully in school life. Adaptations, such as visual prompts, movement breaks and adapted seating, support pupils to learn alongside their peers. Leaders have a clear understanding of the needs of disadvantaged pupils. They use additional funding strategically to support them. Staff are well trained and maintain a strong focus on reducing differences in achievement between disadvantaged pupils and their

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Inclusion Expected standard

peers. Leaders carefully monitor the engagement and participation of all pupils in clubs, enrichment activities and wider opportunities. As a result, pupils access a broad range of experiences that support their personal development and wellbeing. Leaders' actions have a positive impact on outcomes and opportunities for pupils. Where alternative provision is used, leaders ensure that it is appropriate and effectively meets pupils' individual needs.

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Leadership and governance Expected standard

Leaders share a firm ambition for all pupils to achieve their potential. They have a secure understanding of the school's strengths and key priorities for improvement. Working closely with the trust, leaders have taken purposeful action to address areas of concern. Decisions and changes have been made in the best interests of pupils, including those who face additional barriers to their wellbeing, attendance or learning. Trust leaders carry out regular reviews, which give them a secure grasp of how well the school is performing. School leaders value the guidance and support provided by the trust.

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Leadership and governance Expected standard

Those responsible for governance understand their statutory duties and carry them out with care. Governors provide appropriate support and challenge. Trustees have a robust understanding of the school's context. They ask appropriate questions about leaders' actions to drive school improvement. Leaders have established a culture in which pupils experience a well-rounded and engaging education.

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Leadership and governance Expected standard

Leaders are approachable and accessible. They work proactively to maintain positive relationships with parents and carers through clear communication and a visible presence within the school community. The majority of parents are positive about the school and express confidence in leaders and staff. Many appreciate the care, guidance and support provided for their children. They also value the school's commitment to meeting pupils' individual needs. Staff benefit from professional development opportunities, feel listened to, respected and valued.

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Personal development and wellbeing Expected standard

Leaders have developed a coherent and effective personal development programme that is supported by an established pastoral offer. Nurturing environments, such as the school's 'Hub' provision, provide targeted support for pupils. These contribute positively to pupils' wellbeing, sense of belonging and readiness to learn. Leaders sculpt the personal development offer to address contextual risks they know pupils may experience. Assemblies support classroom learning well.

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Personal development and wellbeing Expected standard

The curriculum for personal, social, health and economic education covers a broad range of important content. For example, pupils learn about consent, how to say safe online and the importance of balanced diets and healthy living. Leaders ensure that through the curriculum and wider opportunities, pupils develop an age-appropriate understanding of different faiths, cultures and religions. Pupils show respect for difference and understand the importance of treating others fairly. Leaders develop pupils' understanding of fundamental British values effectively, enabling the majority of pupils to explain them with confidence.

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Needs attention

Pupils develop their independence and secure a sense of responsibility through a range of leadership roles. These include school ambassadors, house captains and eco representatives. These positions contribute positively to the day-to-day running of the school. The curriculum is supplemented through carefully planned visits and experiences that enhance and extend pupils' learning and broaden their cultural awareness. Pupils also benefit from a variety of extra-curricular clubs and other enrichment opportunities, including choir, sporting competitions and drama productions. These enhance pupils' confidence and support the development of their talents and interests. Leaders work proactively to ensure that disadvantaged pupils can access these opportunities. They also make appropriate adaptations so that pupils with special educational needs and/or disabilities can participate fully.

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Attendance and behaviour Needs attention

Attendance is below national averages and not consistently improving over time. This includes for pupils who face disadvantages or have special educational needs and/or disabilities (SEND). Leaders have established an appropriate strategy and clear processes to improve attendance. They understand the reasons for absence and why this remains a barrier for some pupils. Leaders and staff work closely with families and external professionals. The school has made appropriate adaptations to its support for pupils who experience difficulties with attendance. This is beginning to have a positive impact for some pupils. However, too many pupils do not attend school as regularly as they should.

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Attendance and behaviour Needs attention

Pupils display mature and respectful behaviour. Leaders have fostered high expectations and established secure routines, which staff implement consistently. As a result, pupils are eager to learn and behave well. Bullying is rare. Staff address any infrequent incidents quickly and consistently. During social times, older pupils look out for their younger peers. Leaders take an inclusive approach to behaviour, making appropriate adjustments for pupils with SEND. This helps such pupils feel welcomed, settled and included within the school community. An orderly and positive atmosphere is evident throughout the school day.

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

Pupils are welcomed warmly into this caring, inclusive and nurturing school. They are proud to be part of a community where the values of 'SPARK: support, pride, achieve, respect and kindness' are evident in daily life. Relationships between pupils and staff are positive and respectful. Staff know pupils well and provide attentive care. As a result, pupils feel safe, valued and supported. They know that adults will listen to them and help with any worries or concerns.

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

Pupils enjoy coming to school. They settle quickly into routines and are ready to learn. Classrooms are calm and purposeful places where pupils work hard and show positive attitudes to learning. Pupils achieve well overall. They enjoy sharing what they know and can talk confidently about their learning across a range of subjects.

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

The school is ambitious for all pupils. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. Effective support helps pupils overcome barriers to learning and participate in school life. Pupils are prepared successfully for the next stage of their education.

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

Pupils benefit from a wide range of enrichment opportunities that broaden their experiences and interests. Educational visits support learning and help pupils understand the world beyond the classroom. These include trips to museums, zoos and pantomimes that provide memorable experiences that bring learning to life. Pupils develop talents and pursue their interests through clubs such as 'Maths in Motion', cricket, cookery and photography.

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

Pupils rise to the school's high expectations for behaviour and conduct themselves well. Bullying is uncommon. When concerns do arise, staff respond promptly to ensure pupils receive appropriate support. Pupils who attend regularly benefit fully from the school's positive learning environment. However, some pupils' absences remain too regular, limiting the potential benefits of the well-designed curriculum.

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Next steps

Leaders should refine attendance strategies for all pupils, including those who are disadvantaged or have special educational needs and/or disabilities, to secure sustained improvements in attendance. Leaders should ensure that assessment in the wider curriculum is consistently effective in supporting pupils' progress. Leaders should sustain and embed their work to improve the accuracy of pupils' writing, including spelling.

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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 (CEO), Sarah Baber, and overseen by a board of trustees, chaired by Nick Phillips.

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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 updated 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 the executive headteacher, trustees and members of the local governing body, the CEO, 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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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 14 July 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?

National average: 300 The school makes use of one alternative provision that is unregistered.

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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) 66% 62% 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) 79% 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

2024/25 (final) 68% 72% 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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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) 50% 47% 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

2024/25 (final) 50% 59% 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

‘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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national average

2024/25 (3 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% 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) 11.7% 13.0% Close to average

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national average

2023/24 (3 term) 14.7% 14.6% 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.

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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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