Great Missenden CofE Combined School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this school. They are polite and well mannered and are keen to share their positive experiences of school.

Pupils say they feel safe because they know the adults in the school keep them safe.

Staff have high expectations for everyone. Pupils listen carefully in lessons and respond enthusiastically when asked to join in.

They behave well. They are kind to each other and are respectful of adults. Pupils say that bullying is not tolerated here.

A small minority of parents feel that bullying is not appropriately addressed by leaders. Leaders are aware of this and are developing approaches to help parents understand these percep...tions.

The majority of parents speak highly of the school.

They say that staff are dedicated and approachable. Parents praised the school for their response to the pandemic, saying the school did a 'wonderful job in response to providing remote education'.

Pupils relish the wide range of extracurricular clubs that they can participate in, which make an outstanding contribution to their personal development.

Music provision at the school is especially strong and inspectors were privileged to listen to a rehearsal of the school's talented rock band.

What does the school do well and what does it need to do better?

Leaders are very ambitious for pupils. They have built a carefully sequenced and relevant curriculum.

Staff make learning creative, and they make excellent use of engaging activities related to the local area. Curriculum planning takes account of learning in the early years curriculum in most subjects. Some subject leaders are still working on deepening the links between Reception into Year 1.

In the early years, pupils are taught firm foundations in mathematical knowledge. The early reading curriculum is thoughtfully developed. Leaders have ensured those who teach phonics are well trained, so pupils successfully learn to read from the minute they join the school.

Pupils engage with a wide variety of story books and love joining in the daily story time. Tasks at the start and end of topics enable teachers to know how well pupils are learning, and pupils make good use of the help they are given to understand and remember critical information.

Pupils with special educational needs and/or disabilities (SEND) are supported to achieve their very best.

Staff receive relevant training to enable them to support pupils with SEND in their lessons. Pupils are kind to each other and considerate of those with additional needs. Parents speak highly of the provision, as one parent put it, 'The school really cares about their pupils, they are very thorough and supportive of pupils with SEND.'



Leaders have done all they can to build an exceptional programme of personal development at Great Missenden. It is designed to give pupils a wide range of experiences to build character and enable them to become thoughtful citizens. There is a plethora of extra-curricular activities for pupils to engage in.

The school provides rich learning experiences for pupils of all ages. For example, many pupils thrive in forest school. Others love going on the many trips and visits the school organises.

The recent residential was a particular highlight for Year 4. Pupils are well prepared for life in modern Britain. There are many opportunities to take on roles of responsibility, for example as agents for change, eco-warriors and mindfulness ambassadors.

Pupils relish these roles and firmly believe they make a positive contribution to the school.

The school, with the support of the Great Learners Trust, has focused on strengthening leadership at all levels. Senior leaders are doing all they can to embed new systems and processes to enable the school to flourish.

Staff feel appreciated by senior leaders and speak highly of the support and challenge they receive. Governance is strong and experienced governors set high aspirations and clarity of vision for the school. Leaders work tirelessly to realise these high standards, and this has earned them the trust and respect of the whole staff.

With guidance from the trust, governors are providing appropriate support and challenge to the school. Parents feel that their children are encouraged to flourish here. One parent told inspectors, 'Many members of staff go above and beyond to ignite interest in learning in the children.'



Safeguarding

The arrangements for safeguarding are effective.

The school has a securely embedded culture of safeguarding. Leaders, including governors, are meticulous in the way that they make sure children are safe and are kept safe.

Regular training ensures staff know how to identify concerns if they arise and how to report any concerns they may have. Leaders are swift to follow up any concerns as they arise. The school has strong links with other agencies and offers appropriate support to children and their families.

Pupils all say they have a trusted adult to whom they would go if they felt worried. From an early age all pupils feel safe in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum thinking in some foundation subjects is not as well developed as in the core subjects.

Teachers do not always build on what pupils know and can do in a carefully constructed sequence. This means pupils do not always learn how to do more or remember more as a result of the teaching they experience. Subject leaders should continue to refine their curriculum thinking in these subjects so that pupils are able to remember key knowledge and learn new skills more effectively.

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