High Wycombe Church of England Combined School

About High Wycombe Church of England Combined School Browse Features

High Wycombe Church of England Combined School

Name High Wycombe Church of England Combined School
Website http://www.hwce.co.uk
Ofsted Inspections
Address Loakes Road, High Wycombe, HP11 2JU
Phone Number 01494524220
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 203 (48.3% boys 51.7% girls)
Number of Pupils per Teacher 21.1
Local Authority Buckinghamshire
Percentage Free School Meals 14.3%
Percentage English is Not First Language 23.2%
Persistent Absence 5.1%
Pupils with SEN Support 5.4%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school is slightly smaller than the average-sized primary school.

There are six classes from Year 1 to Year 6, and a full-time Reception. Almost half of the pupils have a White British background. The remainder are from a wide range of minority ethnic backgrounds.

The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is close to the national average.

The proportion of pupils known to be eligible for the pupil premium is below average. In 2016, the school met the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school The headteacher, other senior leaders and governors are committed to continuing to improve the school’s performance. Staff morale is high and teachers are enthusiastic. Pupils make good progress in reading, writing and mathematics.

Across the school, disadvantaged pupils and those who have special educational needs and/or disabilities are making similar progress to their classmates. Teachers have good subject knowledge and often use skilful questioning to extend pupils’ thinking. They give good advice and guidance on how pupils can improve their writing and work in mathematics.

Pupils act on the advice given. The curriculum meets pupils’ needs and pupils develop a good understanding of British values. Teachers and learning support assistants build strong positive relationships with all pupils.

Groups are well managed and pupils settle to work quickly. Pupils feel safe and well cared for. They report that bullying is rare and that they are confident that staff would sort any incidents out quickly.

Pupils speak confidently, listen to others and collaborate well. They enjoy school and attend regularly. Children in the early years have a good start to their learning and quickly settle into school routines.

Adults ensure that children develop good communication and reading skills. Most parents praised the school. Many described its welcoming, ‘family’ atmosphere and the helpfulness and approachability of staff.

Governors use their helpful skills and expertise to provide effective challenge and support to leaders. Leaders do not analyse information about pupils’ achievement well enough. They do not clearly identify the progress of the different groups of pupils.

Occasionally, teachers do not move pupils on to more demanding work quickly enough. Sometimes, the work planned for the most able pupils is too easy. Teachers do not give pupils effective guidance on how to improve in subjects other than English and mathematics.