Haddenham Community Infant School

Haddenham Community Infant School

Address: Woodways, Haddenham, Aylesbury, Buckinghamshire, HP17 8DS Unique reference number (URN): 110229

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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 are passionate about giving all children the very best start to their education. As a result, children thrive and make a flying start to their school journey. This is because there is a well-considered and highly engaging environment that promotes curiosity, language development and positive interactions. Children follow routines and systems well and can demonstrate independence and confidence when carrying out a task.

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Early years Strong standard

Well trained staff spot every opportunity for children to develop inquisitiveness and to deepen learning. For example, the use of tens frames in every activity elicits early number and mathematical skills. Leaders prioritise reading from the start. Staff teach phonics with accuracy and precision

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Early years Strong standard

Staff prioritise language and communication as well as children’s personal, social and emotional development. Leaders ensure that children are ready for the transition into Year 1 and most children achieve a good level of development. Where they do not, they do make progress and are well supported into the next stage of education. The needs of children who have special educational needs and/or disabilities are identified quickly and children are given additional help to thrive alongside their peers. Children feel happy, safe and valued because of the warm relationships they develop with the adults in school. Staff make highly effective relationships with parents and carers so any worries or concerns can be addressed quickly.

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Achievement Expected standard

Pupils typically make progress through the curriculum from their starting points. Leaders ensure they gain a secure understanding in reading, writing and mathematics. Latest curriculum changes are having a positive impact on pupil progress and strengthening it further. For example, pupils are becoming better at forming letters and writing clear, structured sentences. Recent refinements to the phonics curriculum are not yet reflected in published outcomes. Although outcomes in the phonics screening check are variable, pupils do learn to read well and can use their knowledge to sound out trickier words. Staff ensure those pupils who did not pass their phonic screening check in Year 1 receive targeted support, so they are successful in Year 2.

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Achievement Expected standard

Typically, those pupils with special educational needs and/or disabilities or who are disadvantaged are supported well and make progress from their varying starting points. Leaders are actively working to strengthen the achievement of pupils further through recent refinement of the curriculum approaches in Year 1 and helping to secure further the early skills of writing and mathematics. Pupils can confidently explain their learning across the curriculum. For example, in science they can discuss the different types of materials and recall exciting moments where they created ‘elephant toothpaste’.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ attendance and promote its importance regularly to parents and carers through newsletters and information. Recent changes to policies and procedures aim to refine and strengthen this work further. Overall, attendance improved last year and whilst persistent absenteeism has reduced, for a few pupils it is still too high. Leaders know this and are doing everything they can to ensure that pupils attend school regularly. Any pupil who may have a barrier to good attendance is supported by the school. Leaders involve external agencies to help when required.

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Attendance and behaviour Expected standard

Behaviour is calm and orderly, pupils love learning and listen well in class. Older pupils walk around the school with pride and demonstrate expectations to their younger peers when lining up for lunch. Leaders take a proactive approach to tackling poor behaviour. Clear plans and records ensure that any pupils who may need additional support to manage their behaviour receives help in a timely manner. The youngest children settle quickly into their learning and demonstrate positive learning behaviours. Assemblies reinforce the expectations of the pupils. For example, focussing on the value of kindness ensures that pupils look after and are caring towards their friends and peers. Because of this, pupils say bullying is very rare and they know who to go to if they have a concern.

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Curriculum and teaching Expected standard

Pupils learn a broad curriculum which is well-sequenced and builds on learning from Reception through to Year 2. This includes a well-established phonics scheme that is taught by well-trained staff, enabling the youngest children to learn to read from the start. Staff are trained as a priority to deliver the programme. Pupils who struggle to read benefit from carefully targeted support.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of both the curriculum and teaching. They use this information to strengthen and further refine the learning that pupils receive. For example, leaders have recently introduced a new approach in Year 1 designed to support children's early writing due to its success and impact in Reception. Although new, this work is already strengthening the teaching of writing, including handwriting and basic sentence structure. Similar work to further strengthen early mathematics is having a positive impact on outcomes for pupils. Combined this means that children gain the necessary skills in early reading, writing and mathematics.

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Curriculum and teaching Expected standard

Teachers are knowledgeable about the subjects they teach. Typically, they teach the school's curriculum well. Those pupils with special educational needs and/or disabilities are supported well to access the learning. Staff regularly check pupils' understanding during lessons and use regular checks on learning to support pupils when needed.

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Inclusion Expected standard

The school's approach to supporting pupils with special educational needs and/or disabilities (SEND) or those who are disadvantaged is characterised by strong relationships, detailed knowledge of individual pupils and a determination to secure the best possible outcomes. Leaders have established a caring and inclusive environment in which pupils are known well and supported to be ready for learning and participate in school life. Staff understand their role in identifying pupils who may require additional support and that concerns are acted upon quickly.

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Inclusion Expected standard

Leaders work effectively with parents and carers to ensure that pupils get the necessary support they need. This includes working with external agencies and professionals. Pupils with SEND are enabled to make secure progress from their starting points. Leaders use a range of personalised approaches, structured interventions and specialist advice to support participation and progress. They ensure that staff receive well considered training to enable them to use support strategies effectively in the classroom.

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Inclusion Expected standard

Leaders identify the clear priorities for how they use pupil premium funding. Pupils who are disadvantaged typically receive personalised support to ensure that any barriers to learning are identified and addressed quickly. Leaders are working further to refine their strategy so that their work can have even more impact over time for pupils who are disadvantaged. The school engages well with the virtual school and provides effective support for those pupils who are looked after or previously known to social care.

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Leadership and governance Expected standard

Leaders know the school and pupils well. They have an accurate understanding of the school’s strengths and areas for improvement. This is because they have clear systems in place to track and monitor progress. Leaders respond to the needs of the pupils and refine their work accordingly. For example, recent improvements to the writing curriculum are having a positive impact for pupils.

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Leadership and governance Expected standard

Governors carry out their statutory duties effectively. They provide effective support and challenge to leaders, whilst ensuring staff wellbeing is a priority. Governors visit the school regularly to ensure that they meet with staff and understand what is working well. Because of this, staff feel well supported and feel valued by leaders. They are happy to work at the school and appreciate the work that leaders do on their behalf.

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Leadership and governance Expected standard

Leaders work effectively with external agencies, including the local authority to review the school’s performance and to identify areas for development. Pupils’ interests are at the centre of the decisions they make.

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Leadership and governance Expected standard

Staff benefit from well-considered professional learning and training opportunities. Such as the recent work on supporting pupils with additional needs in the classroom, especially those who are or who have been looked after. New members of staff are supported through additional training when required.

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Leadership and governance Expected standard

Parents and carers are generally positive about many aspects of the school's work, including the wider opportunities the pupils receive. Many parents celebrate the family feel of the school which helps their children feel happy and safe.

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Personal development and wellbeing Expected standard

Personal development is underpinned by the school's commitment to ensuring pupils experience the school values and are ‘happy, confident, inspired and supported’ in all they do. The curriculum for personal development is age appropriate and sequenced well. Staff teach pupils how to keep themselves safe, including online, and how to look after their mental health. As a result, pupils feel safe, happy and well cared for in school and develop an understanding of the world around them.

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Personal development and wellbeing Expected standard

Leaders have adapted aspects of the curriculum appropriately to meet the needs and ages of all pupils within the school. Fundamental British values, equality, diversity and protected characteristics are promoted through curriculum content, assemblies, high-quality texts and wider enrichment experiences. Pupils learn about different cultures, faiths and family structures, helping them to develop respect for others and an appreciation of difference.

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Personal development and wellbeing Expected standard

Pupils are provided with regular opportunities to learn about and celebrate different cultures, faiths and traditions. These experiences are woven through the curriculum and enhanced through visits, workshops, high-quality texts and contributions from families within the school community. Celebrations of events such as Eid and Hanukkah, alongside learning about significant individuals, diverse family structures and artists from different backgrounds, help pupils develop an appreciation of diversity and a growing understanding of life beyond their immediate experiences. This contributes positively to pupils' respect for others and prepares them for life in modern Britain.

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Personal development and wellbeing Expected standard

The school has taken positive steps to ensure clubs are accessible for all through a free offer. Systems for tracking participation across the full personal development offer are not yet fully refined. The school places a strong emphasis on wellbeing. Whole-school approaches to wellbeing events and online safety support pupils in understanding healthy lifestyles, emotional regulation and positive relationships. Additional pastoral support is available for pupils who require it, ensuring their individual needs are recognised and addressed.

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

Pupils arrive at school with a smile. They are greeted by friendly staff who help them to feel happy and safe. Warm relationships across the school are seen in abundance. Pupils know the school values well and how these help them to be successful. For example, through the value of ‘kindness’, pupils show care and compassion to their friends and teachers. Leaders strive to ensure pupils are ‘happy, confident, included and supported’.

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

Pupils have no concerns about bullying. They know staff will help if they are unhappy or have a worry. Pupils show positive attitudes to their learning and want to succeed. They enjoy lessons and demonstrate curiosity and independence in all they do. Any barriers to learning or wellbeing that pupils have are identified early and support put into place.

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

Typically, pupils achieve well, due to the appropriate adaptations that staff make to teaching and the learning environment which is designed to be stimulating and to spark interest. Pupils also benefit from the many curriculum enrichments that bring learning to life such as a visiting farm filling the playground with an array of animals.

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

Attendance is improving over time, leaders are refining their procedures to challenge poor attendance further which is having an impact on persistent absenteeism. Leaders’ actions to strengthen the writing curriculum although at an early stage are having an impact on the work pupils produce. Pupils make progress from their starting points, including pupils with special educational needs and/or disabilities. Staff ensure that pupils are well supported to be ready for their next stage of education.

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

Pupils benefit from a wide range of experiences that go beyond the academic. They are encouraged to become active and responsible citizens through a national award programme. Pupils also appreciate the range of clubs and other opportunities such as taking part in a local dance festival, trips to museums and visiting theatre companies.

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Next steps

Leaders and governors should continue to strengthen their strategic oversight of school, and attendance policies to improve attendance for all pupils. Leaders should ensure that teachers effectively deliver the curriculum so that pupils, including those who are disadvantaged or who have special educational needs and/or disabilities, develop detailed knowledge and skills. Leaders should further strengthen staff expertise in supporting pupils who are disadvantaged to close the gap in outcomes compared to their peers. Furthermore, leaders should rigorously evaluate the impact of this support.

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About this inspection

The chair of the board of governors in this school is Hilary Conboy.

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About this inspection

The school is part of a federation called The Haddenham Community Schools.

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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 22 September to 23 September 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 headteacher, SENCo, staff, governors and a representative from the local authority 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 registrations, runs its own wrap around care.

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Lead inspector:

Simon Woodbridge, His Majesty's 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 22 September 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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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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national average

2023/24 (3 term) 12.7% 14.6% Close to average

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national average

2022/23 (3 term) 14.5% 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.

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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

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

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