Cressex Community School

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About Cressex Community School

Name Cressex Community School
Ofsted Inspections
Headteacher Mr Khaiam Shabbir
Address Holmers Lane, High Wycombe, HP12 4QA
Phone Number 01494437729
Phase Secondary
Type Foundation school
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 762
Local Authority Buckinghamshire
Highlights from Latest Inspection

Short inspection of Cressex Community School

Following my visit to the school on 8 January 2019 with Her Majesty's Inspector Shazia Akram, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to report the inspection findings.

The visit was the first short inspection carried out since the school was judged to be good in July 2014. This school continues to be good. The leadership team has maintained the good quality of education in the school since the last inspection.

Leaders have an ambitious and aspirational vision for the school and its pupils. Their belief in the power of education to transform lives is tangible. The school motto – 'High achievement for all is... our shared responsibility' – is shared by pupils, staff, governors and members of the cooperative trust.

The improvements identified in the previous inspection report have been sustained and developed further. Leaders have continued their development of teaching and learning, which remain strong overall. Leaders have visited other schools and use published research to establish clear frameworks that support staff to deliver effective lessons.

Leaders provide successful support where they identify that the quality of teaching is not consistently strong. Standards have also continued to rise since the previous inspection. Pupils' progress – as measured in the performance tables at the end of Year 11 – is impressive.

Provisional GCSE examination results for 2018 indicate that pupils – including those from disadvantaged backgrounds – made much stronger progress than that found nationally. Leaders are ambitious to refine and further improve the provision for pupils and are working hard to do so. However, their plans do not clearly set out the difference that they intend their actions to achieve.

This makes subsequent

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