|Name||Maple Cross Junior Mixed Infant and Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 November 2011|
|Address||Denham Way, Maple Cross, Rickmansworth, Hertfordshire, WD3 9SS|
|Religious Character||Does Not Apply|
|Number of Pupils||196 (52% boys 48% girls)|
|Number of Pupils per Teacher||16.9|
|Percentage Free School Meals||13.1%|
|Percentage English is Not First Language||19.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
Maple Cross Junior Mixed Infant and Nursery School is well below average in size for a school of its type. It has an above-average proportion of girls. A large majority of pupils are of White British origin and the proportion of pupils from minority ethnic groups is average. However, the proportion of pupils who speak English as an additional language is below average. The proportion of pupils known to be eligible for free school meals is above average, as is the proportion of pupils with special educational needs and/or disabilities. Since the last inspection the number of pupils at the school has increased significantly. The school has Healthy School status.
This is a good school, in which pupils make good progress. It provides a good caring and supportive environment, particularly for those pupils whose circumstances make them most vulnerable. Pupils feel happy and safe in the school because of the excellent relationships and good safeguarding arrangements, and consequently they enjoy school. As one said, ‘School is great to be in because it’s friendly and teachers are nice. We have fun but we also learn lots of new things’. Pupils know well how to keep healthy and fit, and they are well behaved and courteous. The school’s growing numbers show its increasing popularity with parents and carers. This is reflected in their very positive comments on questionnaires. For example, one wrote: ‘The school is a happy place for children and I feel very confident that my children are being developed educationally, emotionally and socially’. Pupils’ achievement is good. They get off to a good start in the Early Years Foundation Stage. They make good progress through the school and by the end of Year 6 they attain broadly average standards. Standards are rising, but those in writing continue to lag a little behind those attained in mathematics and reading. A weakness within writing is the lack of use of extensive vocabulary. Pupils with special educational needs and/or disabilities make equally good progress because good support is provided for them. The curriculum is good. It is well organised and imaginative and pupils’ learning is enriched by many exciting in-school activities, as well as a range of visits and visitors. The quality of teaching and learning is good overall. The majority of lessons observed were good. A small minority of lessons are, however, no better than satisfactory. In these the challenge and the opportunities for independent learning are less pronounced than in the better lessons. Moreover, teachers’ assessments of learning during the lesson are not so sharp, so activities are not quickly adapted to move pupils forward more rapidly in their learning. The school is well led by the headteacher, who is well supported by her deputy and staff. Morale is high and teamwork is strong. Self-evaluation is effective, drawing on observation of lessons and analysis of data. As a result, teaching and progress have improved since the last inspection. The knowledgeable and challenging governing body is systematically involved in monitoring the school to hold it to account in all areas. The school gives good value for money, and demonstrates good capacity for sustained improvement.