|Name||Quainton Church of England School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||11 July 2017|
|Address||Lower Street, Quainton, Lower Street, Aylesbury, Buckinghamshire, HP22 4BJ|
|Religious Character||Church of England|
|Number of Pupils||172 (55% boys 45% girls)|
|Number of Pupils per Teacher||19.5|
|Percentage Free School Meals||8.7%|
|Percentage English is Not First Language||2.9%|
Information about this school
This is a smaller-than-average primary school. Most of the pupils are White British. The proportion of disadvantaged pupils is well below average. The proportion of pupils who have special educational needs and/or disabilities and need additional support is low. The proportion of pupils who have an education, health and care plan is above average. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of key stage 2. The school makes occasional use of alternative provision at the Pathways Primary Pupil Referral Unit, judged outstanding by Ofsted, to provide pupils with support to manage their behaviour. The school does not meet requirements on the publication of information about the physical education and sport premium, special educational needs or the curriculum on its website. The school has undergone a period of considerable staff turbulence since the previous inspection. The headteacher joined the school in September 2014. During the spring term of 2016 she had to take a considerable period of leave. The deputy headteacher took on the role of headteacher during this time and a headteacher from another local school provided support to the school one day a week. The deputy headteacher subsequently had to take a significant period of leave during the summer term of 2016. The leader responsible for special educational needs and/or disabilities (SENCo) left at the end of the same term. The deputy headteacher took up the SENCo role, in addition to her other duties, in the autumn of 2016. At this time, two class teachers went on maternity leave. Another senior leader has been absent on long-term leave since the spring of 2017.
Summary of key findings for parents and pupils
This is a school that requires improvement The school has experienced considerable staff turbulence, and long-term absence of key leaders, in the last year and a half. This has severely hampered work to uphold a good standard of education. Governors’ actions to secure sufficient leadership capacity during this time have not proved effective. Leaders’ monitoring and self-evaluation are not sharp enough. Leaders and governors do not have an accurate understanding of the quality of teaching, pupils’ behaviour or the impact of additional funding. The curriculum is not planned, or taught well enough, to ensure breadth and balance. Teaching time is not routinely well used. Teachers do not consistently enable pupils to build effectively on their previous learning. Pupils do not make consistently good progress. Some teachers spend considerable time talking to the whole class without making sure this is helping pupils to learn well. Teachers’ questioning skills are not consistently effective. Pupils do not routinely receive the help needed to overcome misconceptions. Pupils’ achievement in mathematics, at the end of key stage 2, was below average in 2016, and provisional information shows that Year 6 outcomes are low this summer. Teaching in mathematics, although improving, is not effective enough. Pupils have limited opportunities to develop their reasoning and problem-solving skills. Some pupils’ behaviour at break and lunchtime is thoughtless and, at times, unruly. Staff and leaders are not identifying and tackling this behaviour effectively. The school has the following strengths Safeguarding arrangements are effective. The curriculum contributes well to pupils’ understanding of life in modern Britain. Typically, pupils have well-developed social skills and become increasingly confident young citizens. Children in early years get off to a good start. They make good progress and leave well prepared for Year 1.