Iver Heath Junior School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school This is a good and improving school with inclusion at its heart.

The determination of the effective leadership team underpins the school's sustained improvement. The school's core values, expressed as, 'We are achievers, we are a community, we are inclusive, and we are proud', are evident in all aspects of the school's work. Governors, leaders, and staff work successfully to sustain the quality of teaching and pupils' achievement.

They share a commitment to helping every pupil do as well as possible. As a result of effective teaching, pupils are making good progress. Recent dips in pupils' achievement have been successfully addressed.
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Some pupils, however, are not fully reaching their potential. The curriculum engages, motivates and challenges pupils. They enjoy learning and make every effort to do well.

Pupils' progress is tracked carefully, and they benefit from clear guidance on how to improve. As they move through the school, pupils take increasing responsibility for their own learning. Older pupils reflect maturely on their achievements and how to improve.

Pupils' spiritual, moral, social, and cultural development is nurtured effectively. They are socially responsible and tolerant, and value fairness. A strong sense of harmony permeates the school.

Relationships between adults and pupils are warm and mutually respectful. Pupils take pride in their work. They are friendly, polite and well behaved.

Support for pupils' personal development and welfare is outstanding. Parents and carers value the extent to which their children are cared for and kept safe. Leaders work hard to ensure that pupils attend school regularly.

Although attendance is good overall, a few pupils are persistently absent.

Information about this school

Iver Heath is slightly smaller than schools of a similar type. The proportion of pupils who have SEN and/or disabilities is above average.

The proportion of pupils who speak English as an additional language is broadly average. The proportion of disadvantaged pupils is below the national average. The school meets the government's current floor standards, which set the minimum requirements for pupils' achievement in English and mathematics by the end of key stage 2.

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