Hughenden Primary School

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About Hughenden Primary School

Name Hughenden Primary School
Ofsted Inspections
Headteacher Mrs Katherine Mann
Address Spring Valley Drive, Hughenden Valley, High Wycombe, HP14 4LR
Phone Number 01494562501
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 175
Local Authority Buckinghamshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a happy school.

Pupils say they feel safe and well cared for. Several pupils described the school as 'homely'. Parents are now more confident about the school.

They say, 'My child feels nurtured and well cared for.'

The school's large grounds are used well. Many pupils said how much they enjoy forest school.

Activities such as pond dipping are very popular. Pupils explained how much they enjoy listening to stories while sitting on logs beneath the trees. Children in the early years make good use of the outdoor musical area.

They enjoy using the drums and xylophone.

Pupils are proud to be recognised and rewarded for their po...sitive behaviour. They are respectful towards one another.

Strong and trusting relationships are made with staff. Pupils understand the school's values, and why these are important. Bullying is rare.

Every pupil who answered the questionnaire expressed confidence that if it did happen, staff would be good at sorting it out.

Leaders have high expectations for pupils' academic and personal development.Pupils appreciate the many opportunities that the school provides.

They like taking on additional roles. Those who are house captains or members of the school council take their responsibilities seriously.

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

Since the last inspection, the school has experienced a period of significant turbulence.

An interim headteacher was appointed in October 2020. She has done a sterling job in re-establishing a much-needed sense of stability. Numerous improvements have been made.

Parents are now much happier regarding the leadership and direction of the school.

The school has an ambitious and well-designed curriculum. In lessons, teachers encourage pupils to try their best.

Teachers are skilled at helping pupils to develop their knowledge in a step-by-step way. For example, in subjects such as mathematics, pupils build on their previous learning so they can complete more complicated tasks. Assessment is well used to identify gaps in learning.

The school usually identifies and meets the needs of pupils with special educational needs and/or disabilities (SEND) well. Staff make sure that pupils feel confident enough to ask if there is something they do not understand. However, some staff have not had sufficient training in how to support pupils with SEND.

This means that sometimes these pupils do not always make strong gains in their understanding of important content. This is particularly the case in Year 2 and Year 3.

Children in the early years flourish.

Parents say that their child's introduction to school life is 'gentle and inclusive'. Staff provide an environment that encourages good speaking and listening skills. The result is that children can hold lengthy conversations about a range of subjects.

Children show a keen interest in keeping safe. During the inspection, some asked their teacher why cars and bikes on the road had brakes.

Leaders make it a priority to help pupils become fluent and confident readers.

Adults are appropriately trained and skilled in the teaching of phonics and early reading. Children in the pre-school get off to a flying start in learning the sounds that letters represent. In Reception, children learn how to blend sounds together to read words.

Most pupils in key stage 2 are keen readers. They talk confidently about the types of books they like to read and their favourite author. Pupils enjoy making use of the school's well-stocked library.

Leaders provide many opportunities to enhance pupils' personal development. Pupils are given a good cultural awareness. For example, they can join the school choir.

They perform at various venues, including Wembley Arena. Pupils learn how to stay healthy and eat a well-balanced diet. The school gives pupils a good appreciation of equal opportunities and of how to be full members of society in modern Britain.

Many staff are new. This has meant that more-established staff have had a heavier workload than is desirable. New staff are eager to make a greater contribution.

Leaders have already started to provide more subject leader training. This is so they can build expertise and support colleagues by reducing their workload.

Governors have played a key role in making sure that the school is now on a steady course.

They have worked hard to ensure the continuity of leadership going forward. Governors have a clear strategic vision for the future of the school. They know the strengths and priorities for development.


The arrangements for safeguarding are effective.

Leaders, including governors, are diligent in ensuring that pupils are safe. Staff are well trained.

They are knowledgeable about the potential risks to pupils' safety and well-being, such as the warning signs that a child might need help. Staff pass on concerns about a child's safety quickly. There are good links with external agencies.

Pupils learn about the dangers that they may face when outside of school. They understand about road, rail and fire safety. Pupils learn how to keep themselves safe when online.

They know whom to speak to if they have concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all staff have had sufficient training to help pupils with SEND achieve the best possible outcomes. This means that sometimes pupils with SEND do not do as well as they could.

Leaders need to ensure that all teachers understand how to successfully adapt the curriculum to meet the individual needs of pupils with SEND. This is so they can develop pupils knowledge and skills, as well as their ability to apply what they know and can do with increasing fluency and independence. ? Many staff are new to the school.

At present, curriculum leadership is not sufficiently shared by different individuals across the school. This means that, for some senior staff, workload is very high, and other staff are not developing a shared understanding of the school's curriculum. To ensure a more even distribution of workload, leaders need to continue the work they have already started and provide more subject leader training.

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