Haddenham Community Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
368
AGES
7 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01296 395000 / 0845 3708090

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(13/09/2018)
Full Report - All Reports
62%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Woodways
Haddenham
Aylesbury
HP17 8DS
01844291829

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. In the four years since the previous inspection, there have been considerable changes in staffing. You were appointed in September 2016 and you quickly established a culture of high ambition, both academically and for pupils’ personal development. You provide a clear focus on ensuring high-quality teaching and learning. This is recognised and greatly valued by staff, pupils, parents and carers. One parent commented, ‘A new energy to learning is obvious from all teachers as a result of the headteacher who joined the school two years ago.’ Relationships between staff and children are excellent. Pupils receive high-quality pastoral care which enables them to flourish and learn well together. All members of the school community are committed to living up to the school’s vision of providing a ‘safe, stimulating and successful environment to enable all children to develop their potential’. Pupils are polite, well-mannered and show respect for each other and for adults. Pupils are very proud of their school and describe their school as ‘fantastic’, ‘exciting’ and ‘unique’. They enjoy a broad range of activities and are well behaved in and around the school. They feel valued and they know that every member of staff will listen to them. One pupil said, ‘They always deal with our problems. The teachers are very caring.’ At the time of the last inspection, inspectors highlighted good teaching, exemplary behaviour and strong spiritual, moral, social and cultural development. These aspects remain strong. Inspectors asked you to strengthen aspects of teaching to ensure that pupils worked at a faster rate so that more pupils made strong progress. In lessons, there are now more opportunities to allow pupils time to reflect on their previous learning and think more deeply. As a result, pupils are clear about what they need to do to develop their learning. Staff morale is high and there is a strong sense of teamwork that pervades the school. All staff who completed the Ofsted questionnaire said that they were proud to be part of the team working at the school. They said you supported them well and were clear about what the school is trying to achieve. One member of staff said, ‘The climate around Haddenham is very much centred on teamwork.’ You and your leaders are good at identifying how to improve pupils’ progress. Pupils make stronger progress in writing and reading than they do in mathematics. There are some inconsistencies in the quality of the teaching of mathematics in some classes. You have rightly identified that the teaching of mathematics needs to be more challenging, and that staff need to have higher expectations for the most able pupils, particularly girls, to enable them to make greater progress. Safeguarding is effective. Leaders and governors make sure that all safeguarding procedures are fit for purpose and rigorously maintained. Record-keeping is detailed and all actions are followed up meticulously. Precise and detailed procedures ensure that school staff are properly vetted before they work at the school. All school staff receive timely and good-quality training to ensure that they are confident in applying the school’s policies and guidance in relation to child protection issues. There are effective relationships with other agencies to ensure that pupils are safe and well looked after. Safeguarding is at the heart of the school’s culture. Pupils are very knowledgeable about how to stay safe, including fire safety and safety when using the internet. They say that they feel safe as the teachers are ‘friendly, kind and amazing’. All of the parents who completed the online questionnaire agreed that their children are well looked after and feel safe in school. Parents describe the school as ‘welcoming, informative and helpful’ with ‘warm friendly and caring’ staff. Inspection findings At the start of the inspection, we agreed to look at the effectiveness of safeguarding, how effectively you have improved the teaching of writing, the progress of pupils, including girls, in mathematics and the progress of the most able pupils in spelling, punctuation and grammar. Leaders have effectively improved the teaching of writing. In 2017, the proportion of pupils who were making expected progress and better than expected progress in writing had fallen significantly from previous years and was below the national average. The school’s reorganised curriculum enables teachers to focus on improving the range of writing that pupils experience. The changes that you implemented to improve the teaching of writing have been effective. You and your leaders recognise that the focus on writing must continue to ensure 2 sustained pupils’ progress over time. Pupils make good progress in writing. Pupils told me that they enjoy the writing topics and that they love the ‘Wow days’ that enable them to showcase their work. Current assessment information shows that these are having a positive effect on writing outcomes. The proportion of pupils making strong progress is improving rapidly. Leaders have reviewed the teaching of spelling, punctuation and grammar to ensure that more pupils than previously make strong progress. You have implemented a programme that enables pupils to refine and develop their skills. Children’s workbooks that I looked at illustrated a considerable improvement in many pupils’ writing. However, you and your team recognise that there is still too much variability in how well pupils apply their skills in writing across the curriculum. On occasions, teachers’ expectations are not sufficiently high enough and pupils’ writing demonstrates an inconsistent use of spelling and punctuation. My final line of enquiry focused on evaluating leaders’ actions in improving mathematics. In 2017, the proportion of girls that made expected progress in mathematics was lower than that of other girls nationally with similar starting points. The mathematics leader has identified weaknesses in pupils’ understanding in mathematics and has revised the curriculum to meet the needs of the pupils, particularly the girls. Regular problem-solving activities now form a regular part of the mathematics work to help pupils apply their understanding to real-life contexts. You and your team have identified that further work is needed to challenge girls in mathematics and to enable them to develop a deep understanding and reach high standards. Next steps for the school Leaders and those responsible for governance should ensure that: pupils’ rates of progress in mathematics continue to improve, particularly for the most able girls pupils use and apply their spelling, punctuation and grammar accurately in their writing. I am copying this letter to the co-chairs of the governing body, the regional schools commissioner and the director of children’s services for Buckinghamshire. This letter will be published on the Ofsted website. Yours sincerely David Harris Ofsted Inspector 3 Information about the inspection I met with you, your assistant headteachers and several members of staff. We talked about the improvements which have been made since the last inspection. I observed learning with your assistant headteachers in several lessons. I examined pupils’ work, focusing on writing. I held a meeting with six governors, including the co-chairs. Before the inspection, I examined a variety of documents, including the school’s website, published performance information and a summary of your school’s self-evaluation document. I took account of the 61 responses to Ofsted’s online questionnaire, Parent View, including 30 written comments. I also considered the 31 responses to Ofsted’s staff survey. A range of documentary evidence was evaluated, including documents relating to safeguarding and governance.

Haddenham Community Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>25, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>27, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>48, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>6} UNLOCK Figures based on 77 responses up to 27-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>5, "agree"=>8, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>9} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>48, "disagree"=>12, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 77 responses up to 27-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>36, "agree"=>35, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>7, "disagree"=>21, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>44, "disagree"=>12, "strongly_disagree"=>1, "dont_know"=>8} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>34, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>45, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>43, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>36, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 77 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 77 responses up to 27-03-2024
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 77 responses up to 27-03-2024

Responses taken from Ofsted Parent View

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