Maiden Erlegh Chiltern Edge

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel very safe at this school. They are tolerant and accepting of others. Pupils say that any instances of unkindness or bullying are always followed up.

Relationships are strong and supportive. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. This is because teachers know them well.

Pupils are responsible and respectful. Behaviour and attitudes are positive. Routines and expectations are clear.

As a result, there is a calm and purposeful learning environment across the school. Pupils respond well to praise and appreciate the respect teachers show them. They work hard to match their teachers' high expecta...tions.

Pupils are happy and enjoy school.

There is an extensive range of extra-curricular activities on offer. The programme includes pirate puzzles, show rehearsals, girls' football and an Amnesty International group as well as clubs for Latin, gifted scientists and photography.

These clubs are well attended by pupils, including disadvantaged pupils and those with SEND.

Parents are overwhelmingly complimentary about the school. A typical response from one parent said, 'The staff at the school are incredible.

They know the pupils well and engage with them on an individual level. I would recommend this school to everyone who asks me'.

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

The curriculum is well organised and logically ordered.

It builds systematically on the content of the primary phase. Links with the post-16 curriculum are developmental so the transition into college is seamless. Curriculum content matches, and often exceeds, the national curriculum.

The curriculum intent is ambitious and challenging. However, the quality of the curriculum delivery, in an exceedingly small number of subjects, is variable. Leaders are aware, and they are taking decisive and effective action to address this.

Additional funding has been used strategically to offer tutoring for disadvantaged pupils, as well as activities to benefit their cultural capital. These pupils are encouraged to take on school leadership roles to strengthen their involvement with the school. Pupils with SEND are actively engaged and challenged.

Carefully targeted interventions have led to improved attendance and fewer exclusions. Punctuality and attendance of these pupils is similar to their peers.

Teachers use their strong subject knowledge to enthuse pupils and deepen their knowledge.

Professional development ensures that teachers have a wide repertoire of pedagogical approaches. This training ensures that lessons are engaging and valued. Teachers use assessment to check pupils' understanding, inform teaching and evaluate the curriculum.

Leaders say that assessment processes are evolving. Much of the good practice seen is worthy of being shared across all subjects.

The personal, social, moral, spiritual and cultural (PSMSC) programme is well led and professionally managed.

PSMSC is prioritised on the timetable and teaching staff are supported through regular training. There are good links with tutor time, assemblies and other subjects, including science and computing.

Pupils are well prepared for their future career opportunities.

The school provides appropriate activities and experiences to enable them to make informed choices. These include careers fairs and careers interviews as well as visits by employers and work experience.

The school's reading programme is successful in raising aspirations and encouraging a love of reading.

Ambitious reading books are well matched to the themes raised in the PSMSC programme. Form tutors have received training to support their reading to pupils in tutor time.

Staff are incredibly positive about the leadership of the school.

They appreciate their steadfast support for their workload as well as their welfare and well-being. All staff responding to the staff survey said they were proud to be a member of staff.

The school is increasingly valued across the community.

Correspondence from the local parish council commends the school's community involvement. It says that the school is 'very much part of the village community'.

Governors and trustees have very good knowledge and awareness of the school.

Regular reports to the board are detailed, reflective and challenging. Relationships between the school, the board and trustees are harmonious and mutually beneficial.

Safeguarding

The arrangements for safeguarding are effective.

A culture of safeguarding pervades the school. The welfare, well-being and safety of all pupils are a high priority. Staff receive regular safeguarding training and frequent updates.

They know how to identify risks and what to do if they have any concerns. The single central record is compliant and frequently reviewed by the trust.

Leaders provide appropriate safeguarding education to pupils.

Pupils are aware of safeguarding issues through PSMSC lessons, assemblies and tutor time. They are clear about who to go to with any concerns. Pupils say that the school has been supportive in raising their awareness of sexual harassment and consent.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In an exceedingly small number of subjects, the school's curriculum is not yet implemented securely and consistently. This means that the impact of the curriculum in these subjects is not as assured as it is in other subjects. Leaders should continue to share the best practice that already exists so that curriculum implementation is securely and consistently embedded across the school.

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