Haversham Village School

Name Haversham Village School
Website http://www.havershamvillageschool.co.uk
Ofsted Inspection Rating Outstanding
Address Haversham Village School, The Crescent, Milton Keynes, MK19 7AN
Phone Number 01908312673
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 132 (48.5% boys 51.5% girls)
Number of Pupils per Teacher 18.0
Local Authority Milton Keynes
Percentage Free School Meals 7.6%
Percentage English is Not First Language 11.1%
Persistent Absence 8.5%
Pupils with SEN Support 14.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (30 September 2010)
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Information about the school

Haversham Village School is smaller than most others. Most pupils come from Haversham village and the local area. A very large majority of pupils are White British. The percentage of pupils with special educational needs and/or disabilities is below average, the percentage of pupils with a statement of special educational needs is well below average. A very small minority of pupils is known to be eligible for free school meals. There are two classes in the school, a mixed-age class for Years 1 and 2 and Early Years Foundation Stage provision in the Reception class. The school runs a breakfast club. A pre-school playgroup uses the school hall every morning; this provision is not managed by the governing body.

Main findings

Haversham is an outstanding school. Pupils of all abilities achieve well. Parents and carers and pupils appreciate the high-quality care and exciting learning opportunities. One parent/carer summed up the views of most of them saying, ’The school is excellent, a wonderful place to learn, my child is immensely happy and we are very pleased with the progress the children make and the fantastic way the school promote children’s confidence. Haversham is very positive and welcoming environment and staff are always open to discussion about progress.’ The key strengths of the school are: Pupils make excellent gains in their personal development because relationships are strong and the school ethos is very warm and welcoming. All groups of pupils make excellent progress and attainment is high in reading and above average in writing and mathematics because the quality of teaching and learning is outstanding over time. Attainment in science, art, history, information and communication technology, and music are better than expected. The provision in the Early Years Foundation Stage is good. Care, guidance and support are strong, so pupils behave superbly well and are sensible and enthusiastic learners. Parents and carers commented: ’The staff work incredibly hard and each child is encouraged to reach their potential as well as gaining confidence.’ Pupils develop a positive attitude to their learning because the curriculum meets the needs of all pupils very well and pupils enjoy the links between subjects. The headteacher and middle managers lead the school very effectively and have a very clear vision for its future improvement. Excellent links with the local community and external agencies contribute very effectively to the provision. The school is at the heart of the village community, sharing the school hall with pre-school and community groups. There is an excellent commitment from all staff to provide each pupil with the very best possible education. Equality of opportunity and the elimination of discrimination are pursued determinedly. There is a continual drive for improvement. The very effective systems for evaluating the strengths and weaknesses of the school play their part in sustaining above-average levels of attainment over time and adapting to changes within the school. The school’s excellent organisation and strong, shared vision demonstrate its outstanding capacity to continue improving. Child protection, risk assessment and safeguarding procedures meet current statutory requirements. Key weaknesses which remain are: The school is developing links with a school in Uganda but these links are at the early stages. Evaluation of the impact of community cohesion initiatives for national and global aspects is less well developed than at local and school level. Although provision is good, children in the Early Years Foundation Stage are not always as challenged in their activities to increase their learning.