St Mary's Church of England School
Catchment Area, Reviews and Key Information

Primary
PUPILS
455
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(27/06/2019)
Full Report - All Reports
65%
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)
Keen Close
Fairford Leys
Aylesbury
HP19 7WF
01296482094

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your leadership and that of your deputy headteacher has been effective and you are both supported by a capable team of teaching and support staff. Clear direction and a shared and high ambition for staff and pupils have created a culture of success and aspiration. Pupils’ behaviour in class and around school is good. They are polite and friendly towards one another and have positive relationships with the staff. Pupils say that they receive helpful advice, noting, particularly, that, ‘If you are stuck, they [the staff] help you.’ Pupils are enthusiastic about the range of experiences that the school has provided for them, including trips to places such as the Space Centre in Leicester. Parents and carers value the school’s caring ethos and appreciate the work of your staff to ensure that pupils receive a good-quality education. They welcome the guidance and support that the school provides. Parents also value the time staff invest to think and plan how to continually help their children to be better supported in their learning and development. One parent said: ‘Teachers think outside of the box and are always talking to me.’ Governors have good skills and expertise to monitor and evaluate rigorously the impact of the school’s leadership and the pupils’ outcomes. They are rightly proud of the school, as well as being accurate in their evaluation of the school’s performance. Governors are committed to, and ambitious for, the pupils and staff. They have produced a clear action plan with the focus on strategically supporting and challenging the school’s ongoing development, for example in mathematics. School leaders have successfully dealt with the areas for improvement identified in the last inspection report. You were asked to improve teaching by ensuring that work is set at the right level of difficulty. You were also asked to provide more opportunities for pupils to apply their writing skills in subjects other than English. Teachers usually plan learning opportunities that challenge pupils appropriately. This helps pupils to make strong progress, particularly in writing. Pupils use their writing skills well in a wide range of subjects. For example, during a geography lesson, Year 5 pupils wrote high-calibre pieces of work, using precise vocabulary, as they studied how environments are changing. At the previous inspection, you were asked to strengthen leadership and improve the communication and the partnership with parents. Leaders have a secure understanding of the school’s priorities and have selected effective strategies to address these areas. The school staff work hard to engage parents in pupils’ learning and time in school. Parents I spoke with told me that the staff are approachable and discuss their children’s learning and development regularly and clearly. A priority for the school is to increase the level of challenge in some mathematical tasks. Occasionally, pupils complete tasks that are too easy and this slows the progress that they make. Inspection evidence showed that in mathematics the quality of questioning sometimes varies between classes. This means that pupils do not achieve as well as they could. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose. There is a strong safeguarding culture within the school. Leaders carry out appropriate checks on staff to make sure that they are suitable people to work with children. These checks are recorded carefully and methodically. All staff and governors receive regular and thorough training covering a wide range of aspects related to safeguarding. Consequently, staff have a good understanding of the procedures to follow if they are worried about a pupil’s welfare. Leaders ensure that any such concerns are followed up rigorously. All staff are kept updated regularly. As a result, they understand and implement carefully the most recent guidance. You and your staff meet weekly and discuss all concerns raised about pupils. This enables the school to share the latest information about pupils with external agencies effectively and swiftly. Leaders follow up referrals diligently and monitor the impact of actions closely. Pupils say that they feel safe in school and know who to go to if they have any worries. They also know what to do to help keep themselves safe in different situations, including when online.

St Mary's Church of England School Parent Reviews



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St Mary's Church of England School Catchment Area Map

This school is an academy and does not conform to the general school admission criteria set down by the Local Education Authority.