Haversham Village SchoolOfsted report card, 22 Sept 2026

Haversham Village School

Address: The Crescent, Haversham, Milton Keynes, Buckinghamshire, MK19 7AN Unique reference number (URN): 110231

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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

Pupils achieve well. They learn the knowledge and skills that they need to be ready for their next steps. Pupils' performance in national tests at the end of Key Stage 2 is particularly noteworthy. Their achievement in English and mathematics at the end of Year 6 is consistently above national figures. This includes for those pupils who are disadvantaged.

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Achievement Expected standard

In subjects other than English and mathematics, pupils achieve well overall and make secure progress from their starting points. However, where pupils' prior knowledge is not secure, they sometimes struggle to make sense of new learning. When this happens pupils do not achieve as well as they could.

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Achievement Expected standard

Leaders ensure that pupils learn important basic skills. For example, younger children use their phonics knowledge confidently to read and write. Older pupils write legibly and spell accurately. In mathematics, pupils use their knowledge of number to solve increasingly complex mathematical calculations. In other subjects, pupils use subject-specific vocabulary with confidence.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils to attend school regularly and on time. They use effective strategies to promote positive attitudes to attendance. When pupils' attendance falls below expectations, leaders take swift and appropriate action to address this. This includes working closely with families to identify and address specific barriers to pupils' attendance when necessary. As a result of leaders' prompt and highly effective approaches, pupils' attendance is consistently high and the proportion of pupils who are persistently absent is impressively low.

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Attendance and behaviour Expected standard

Pupils behave well. The school is calm and well organised. Leaders establish sensible rules and routines. Staff typically ensure that pupils follow these diligently. Pupils have positive attitudes to their learning. Many demonstrate self-discipline, focusing well in lessons and working hard for sustained periods of time. Those who need reminders generally respond well. Pupils behave with respect towards each other and towards adults. They display tolerant and inclusive attitudes towards each other and play well together at social times. Pupils feel safe from bullying. Unkind and discriminatory behaviour is incredibly rare but when it does happen, leaders deal with it quickly and effectively.

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Attendance and behaviour Expected standard

Leaders have appropriate systems in place to support those pupils who may need additional help to behave well. Pupils appreciate this support and respond positively to the help they receive.

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Curriculum and teaching Expected standard

Leaders understand the strengths of the school's curriculum clearly. They have ensured that, in most subjects, curriculum content is well-sequenced and builds pupils' understanding systematically over time. In order to improve the curriculum further, leaders have recently refined the curriculum sequence in a small number of subjects. These changes are still not fully embedded.

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Curriculum and teaching Expected standard

The school prioritises teaching important knowledge and skills in English and mathematics. Leaders ensure that pupils develop a wide vocabulary, learn to spell accurately and write clearly. Pupils begin to learn to read right from the start of Reception. Staff teach phonics effectively and skilfully support pupils who are at the earliest stages of learning to read. In mathematics, teachers use effective strategies to enable pupils to learn important calculation skills and develop their understanding of how numbers work.

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Curriculum and teaching Expected standard

Staff have secure subject knowledge. They explain new learning well using a range of carefully considered approaches. On the whole, staff make appropriate checks on what pupils know and can do. However, on occasion, staff do not identify gaps in pupils' prior knowledge precisely enough. This sometimes prevents pupils from learning as well as they could.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities, and those from other vulnerable groups, benefit from thoughtful adaptations to learning. These help pupils to access the curriculum and learn well.

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Early years Expected standard

Children in the early years get off to a positive start to their education. They benefit from a calm and purposeful atmosphere, warm relationships and effective care. This enables them to settle well into school life. Children understand and follow clear routines. This helps them to focus well on learning. Children enjoy a wide range of purposeful activities, happily playing together and learning to cooperate appropriately. Staff interact positively with children, generally using effective strategies to develop children's thinking and understanding well. Mostly, staff use effective strategies to check children's understanding and address any gaps in their knowledge rigorously. On occasion though, the way in which staff identify and address children's misconceptions could be strengthened.

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Early years Expected standard

Staff ensure children learn important knowledge in reading, writing, communication and mathematics. Children learn phonics right from the very start of Reception. Through reading to children regularly, staff develop children's vocabulary and knowledge of how language works. Staff also support children well to understand early number concepts securely.

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Early years Expected standard

Staff take time to identify children's starting points. They quickly identify those children who need additional support with learning. Leaders act quickly to put appropriate support in place for those children who need this to catch up or keep up with their peers.

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Inclusion Expected standard

Leaders have high expectations for all pupils. Through providing high-quality and relevant staff training, leaders have established a rigorous inclusive culture within the school. They have ensured that staff have the knowledge and skills they need to support pupils' additional needs well. Leaders and staff make decisions in the best interests of disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Staff understand the range of barriers that pupils in the school may face. They identify pupils' additional needs quickly and accurately. On the whole, staff ensure that they provide pupils from vulnerable groups with carefully targeted support. This helps reduce pupils' barriers to learning and their wellbeing successfully. Leaders also work closely with a range of external partners to provide specialist support for those pupils who need it.

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Inclusion Expected standard

Leaders keep a careful check on disadvantaged pupils' progress. This enables them to make helpful changes to pupils' provision when needed. Leaders use additional funding effectively to improve pupils' learning and achievement. Pupils with SEND and those from other disadvantaged groups make positive progress from their starting points and achieve well. In addition, in English and mathematics, many disadvantaged pupils achieve highly by the time they leave the school.

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Leadership and governance Expected standard

Leaders are very ambitious to provide a great education for the pupils in their care. They strive do their very best for the school's pupils. Leaders have an accurate understanding of the school’s strengths. They know what the school does well. They also know what they need to do to improve the school's provision further.

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Leadership and governance Expected standard

Leaders have designed an effective and well-researched programme of professional development for all staff. This gives staff a secure understanding of what good practice looks like. It ensures that staff develop the skills they need to do their jobs well. Staff appreciate leaders' support and value the opportunities they receive. Staff also appreciate the support they receive for their wellbeing and to manage their workload.

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Leadership and governance Expected standard

Governors understand the strategic nature of their roles and have a variety of strategies in place to support and challenge leaders effectively. They take appropriate steps to assure themselves that pupils are safe and that the adults in school are safe to work with children. Governors also ensure that pupils with special educational needs and/or disabilities, and those from other disadvantaged groups, receive appropriate and effective support to access the curriculum and make suitable progress from their starting points.

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Leadership and governance Expected standard

Parents and carers are highly positive about the school. They trust the school to deal with any worries or concerns that they may raise. Parents also value the opportunities that their children receive during their time at the school.

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Personal development and wellbeing Expected standard

Leaders have ensured that the school has a well-designed personal development programme. The school's curriculum and additional experiences ensure that pupils learn the knowledge and skills necessary to be well prepared for life in modern Britain. For example, leaders educate pupils about keeping themselves safe in a variety of situations such as in the home and when out in the community. In addition, pupils benefit from a range of experiences which help them to develop independence and resilience. Generally, pupils demonstrate a secure understanding across the relationships, sex and health education curriculum. They explain confidently how to keep themselves safe online. Pupils also understand the importance of eating a healthy diet and of taking exercise to keep physically fit.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of wider opportunities that develop their understanding and prepare them well for their next steps. A range of educational visits such as to museums and other places of interest enrich the curriculum. In addition, visitors into school help pupils make connections with their local community and learn about some of the career opportunities in their area. Pupils develop an age-appropriate understanding of what is happening in the wider world. Through this, pupils develop a sense of empathy for others by reflecting on what life is like for children around the world.

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Personal development and wellbeing Expected standard

Leaders have thought carefully about how the school can best support pupils' wellbeing. At the heart of this work is a determination to develop positive relationships with pupils, parents and carers. Pupils value the carefully considered pastoral support. They know that adults are readily available to support them with any worries or concerns. In addition, carefully targeted interventions provide bespoke wellbeing support for those pupils who need it. Parents and pupils alike value this support. They believe that it effectively reduces pupils' social and emotional barriers to success.

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

Pupils relish the caring culture at this school. They are confident that staff want the very best for them. Pupils come into school happily each day, settle well and are quickly ready to learn. Staff know pupils very well. They welcome pupils individually. This helps pupils feel that they belong to a close-knit community. Pupils feel safe and secure at school. They trust adults implicitly to help them resolve any worries or concerns.

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

Pupils behave well. They form positive relationships with each other. Pupils demonstrate tolerance and respect in their behaviour around the school. They feel safe from bullying and discrimination. Leaders' records show that incidents of bullying or prejudicial behaviour are incredibly rare. However, when they occur, staff deal with them quickly and effectively. Social times are joyous occasions. Pupils play happily together, enjoying the outdoor equipment and playground games that are marked out for them. Pupils are particularly proud that they have helped to provide some of this equipment through their own fund-raising activities.

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

In lessons, pupils concentrate and work hard. They enjoy their learning. Pupils know that staff want them to do their best. Pupils achieve well across the curriculum and, in some subjects such as English and mathematics, they achieve highly. This includes pupils who are disadvantaged who benefit positively from carefully targeted support.

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

A wide range of extra-curricular activities develop pupils' talents and interests. For example, pupils enjoy taking part in a range of sports competitions and have ample opportunities to perform to an audience. In addition, pupils enjoy a wide variety of clubs such as coding, football and cooking. Furthermore, through taking on leadership roles in school and through raising money for local and national charities, pupils learn how to be effective citizens ready to make a positive difference to the society in which they live.

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Next steps

Leaders need to embed their most recent changes to curriculum content and sequencing to ensure that pupils have sufficient opportunities to make helpful connections in their learning and deepen their understanding. Leaders need to ensure that, in lessons, staff accurately identify what pupils know and can do to ensure that pupils have the prior knowledge they need to access new learning successfully. Leaders need to ensure that pupils develop detailed knowledge and skills in foundation subjects so that pupils’ high achievement in English and mathematics is mirrored across the curriculum.

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About this inspection

The chair of the board of governors in this school is Anita Pinna.

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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

The 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

During the inspection, the inspectors spoke with the headteacher and other senior leaders, members of the governing body, including the chair of governors and a representative from the local authority.

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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 runs a breakfast club and an after school club for pupils.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Neil Pilsworth, His Majesty's Inspector Tom Brunson, 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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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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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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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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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

‘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) 4.5% 5.2% Close to average

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national average

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.2% 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

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

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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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