Furze Platt Junior School

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About Furze Platt Junior School

Name Furze Platt Junior School
Website http://www.furzeplattjuniorschool.co.uk
Ofsted Inspections
Headteacher Mr Mike Wallace
Address Oaken Grove, Maidenhead, SL6 6HQ
Phone Number 01628410099
Phase Primary
Type Community school
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 363
Local Authority Windsor and Maidenhead
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils thoroughly enjoy attending school and are keen to learn. They are happy here and try to live up to leaders' high expectations to 'be the best that they can be'. Overall, most pupils achieve well.

They leave the school prepared well, socially and academically, to embrace the challenges of secondary education.
Relationships across the school are respectful, warm and nurturing. Pupils get on well together and most behave sensibly in class.

During social times of the day, such as lunchtimes, they enjoy playing with their friends. Pupils appreciate that staff are ready to listen and help if they are ever upset about something. Any pupils who find it difficult to manage their emotions are supported sensitively.

Pupils enthuse about the exceptional range of clubs and activities on offer. From chess to sports clubs, there is something to cater for every interest. For many, the residential visit to Wales is a highlight of the school calendar.

Special events such as the 'times-tables' day, are memorable events for many. Pupils benefit from visiting experts from all walks of life, ranging from well-known authors to Everest mountaineers. These rich and diverse experiences make a very strong contribution to pupils' personal development.

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

The school's curriculum is ambitious and well planned. Content builds progressively and logically. The school has purposefully selected and connected the most important knowledge pupils need to learn.

Topics and themes are interesting and spark pupils' curiosity. Over time, the curriculum enables most pupils to achieve well, as shown by the school's published outcomes.

Regular training ensures that staff have appropriate subject knowledge and that teaching approaches are consistent.

For example, when teaching mathematics calculations, including using the school's visual representations. Lessons start with a recap of previous learning and key content is regularly revisited. Staff use 'flash back fours' and 'solid sixes' to identify and address any knowledge gaps.

There are appropriate processes in place to identify pupils' needs. Pupils in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND) benefit from support shaped thoughtfully around their needs and individual targets. During lessons, staff support pupils who have barriers to learning, including pupils with SEND, so that they can access the curriculum.

However, the curriculum for these pupils is not always implemented in the way that leaders intend. Teaching is not consistently adapted well enough to meet the needs of some pupils who find learning challenging and pupils with SEND. This means that some of these pupils are not achieving as well as they could be.

A suitable phonics programme is in place for pupils who are still at an early stage of learning to read. Reading is prioritised. The English curriculum is shaped around many high-quality texts that help to develop pupils' wider reading knowledge.

Pupils enjoy reading and are keen to talk about their favourite books and authors. One pupil commented, 'books can take you into a different world'.

Most pupils attend school regularly.

Staff are quick to follow up and address any absence concerns. They work closely with families and other agencies to understand the underlying difficulties affecting pupils' attendance. Most pupils behave well and are kind, sensible and welcoming.

Some pupils' needs mean that they can find it difficult to regulate their behaviour. Staff are caring and support pupils well when this happens.

The school's values of passion, well-being and respect are lived out daily.

Through different subjects, including religious education, pupils learn about other cultures and religions. They enjoy taking on responsibilities such as being house captains. The school works tirelessly to ensure that disadvantaged pupils benefit from all that the school has to offer, for example, by participating in inter-school events and accessing enrichment activities.

Staff enjoy working at the school. They value the training they receive and leaders' support for their professional growth. While leaders and governors keep all aspects of the school under review, they also consider the impact of any changes to staff workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not implemented or embedded as well as leaders intend for pupils who have barriers to learning, including pupils with SEND. Not all staff adapt their teaching well enough to meet pupils' needs or ensure that pupils are working with sufficient precision in subjects, such as mathematics.

As a result, these pupils are not achieving as well as they could. The school should ensure that staff are equipped with the knowledge and expertise they need so that they can adapt their teaching to meet the needs of pupils who find learning more challenging, including pupils with SEND.


When we have judged a school to be outstanding we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in December 2018.

Also at this postcode
Furze Platt Infant School

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