Waddesdon Village Primary School

About Waddesdon Village Primary School Browse Features

Waddesdon Village Primary School


Name Waddesdon Village Primary School
Website http://www.waddesdonprimary.com/
Ofsted Inspection Rating Good
Inspection Date 23 January 2019
Address Baker Street, Waddesdon, Aylesbury, Buckinghamshire, HP18 0LQ
Phone Number 01296651237
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 221 (47% boys 53% girls)
Number of Pupils per Teacher 21.5
Local Authority Buckinghamshire
Percentage Free School Meals 7.7%
Percentage English is Not First Language 7.2%
Persisitent Absence 5.8%
Pupils with SEN Support 6.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Waddesdon Village Primary School is smaller than the average-sized primary school. The proportion of pupils from minority ethnic groups is below average, with the majority being White British. Since the previous inspection there has been a new headteacher and deputy headteacher, both of whom joined the school in September 2017. All the teaching staff, with one exception, also joined the school in 2017. The chair of the governing body has been in post for about six weeks. The proportion of pupils with SEND supported by the school is below average. The proportion who have an education, health and care plan is above average. The proportion of pupils supported by the pupil premium is below average. The school does not make use of any off-site provision. The school has been supported by two advisers from the local authority (one of whom has focused on early years), and an adviser from Buckinghamshire Learning Trust.

Summary of key findings for parents and pupils

This is a good school Following a dip after the school’s previous inspection, outcomes and teaching are now improving. Improvements have been rapid due to the efforts of the headteacher and the staff. The headteacher and leaders have high standards. They have accurately identified that some aspects of the wider curriculum and assessment need further development. The school has an extremely positive culture and is exceptionally harmonious. The staff work very well together as a team. Parents are very complimentary about changes introduced by the new headteacher. Phase and subject leaders have rightly focused on making teaching more challenging. They recognise that higher levels of challenge, especially in mathematics, are not yet consistently embedded across all subjects and classes. Changes introduced to teaching reading and writing are having a positive impact across both key stages. New approaches do not always support pupils well enough in developing a rich vocabulary. Reading is particularly well taught in key stage 1, and the proportion of pupils reaching the expected standard in the phonics screening check is well above average. After some weaknesses in key stage 2 results in 2018, outcomes are improving. Current pupils generally make strong progress. The school’s information shows that the progress made by most-able pupils is not as strong as that made by other groups, especially in key stage 2. Personal development, behaviour and welfare are outstanding. Pupils are very well cared for, and their safety is given high priority, including in early years. Pupils’ and children’s behaviour is excellent in class and around school. They are keen to learn and take pride in their work. Early years is led effectively. Children are taught well and make a good start in their learning. Of note are the carefully considered ways in which staff track children’s learning and progress from their starting points. Governance is improving. The chair of the governing body and other governors know the school well. Governors have supported the new headteacher in making rapid improvements The wider curriculum is not as consistently strong as other aspects of the school. In some subjects the curriculum does not provide pupils with expertise in subject-specific knowledge and skills. Practice in assessment and pupil-progress tracking is not as well developed as other aspects of the school.