The Misbourne School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1055
AGES
11 - 18
GENDER
Mixed
TYPE
Academy converter
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 2021, 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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(24/5/22)
Full Report - All Reports
72%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Misbourne Drive
Great Missenden
HP16 0BN
01494862869

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your principled and aspirational leadership embeds a culture of ambition which permeates the school. Misbourne is a harmonious school where everyone pulls together to do their best. All of the staff and pupils we spoke to during the inspection were overwhelmingly positive about the school and many describe it as like a ‘family’. You have high expectations and believe strongly in empowering staff and pupils to do their very best. The school’s motto of ‘developing tomorrow’s leaders today’ encapsulates appropriately the day-to-day work of your school community. A particular strength of the school is the quality of careers information and guidance provided to pupils. All pupils progress to the next stage in their education, training or employment after they leave the school. You ensure that there is no complacency within the school and you recognise that there is still more to do to achieve your ambitions. You put the needs of pupils at the heart of everything the school does. This is a very inclusive school, where each pupil’s progress and personal development really matters. Pupils make good progress across the curriculum as a result of good teaching and support. They are appropriately challenged and want to do well. Pupils of all abilities participate well in focused and purposeful lessons. Pupils have very positive attitudes to learning and cooperate fully with their teachers and classmates. They are friendly, polite, courteous, and conduct themselves exceptionally well in lessons and around the school. Pupils particularly appreciate the clear and consistently applied systems which ensure that the environment is very calm and orderly. Leaders monitor pupils’ progress and welfare closely. Where concerns arise, pupils receive carefully targeted support to get them back on track. You, senior leaders and governors have taken effective action to address the areas of improvement identified at the previous inspection. The leadership of teaching and learning is a considerable strength. Leaders have focused relentlessly on improving the quality of teaching, so that pupils are challenged appropriately and know how to improve their work. Staff make good use of regular opportunities to share good practice. Leaders provide effective and personalised training for staff, relevant to the stage they are at in their career. Staff feel well supported and are determined to deliver high-quality teaching for the benefit of pupils. At the last inspection inspectors asked you to develop pupils’ understanding of their targets and of how to improve their work. You have successfully achieved this. Your new approach to assessment provides teachers with a good understanding of pupils’ learning needs. As a result, the feedback which teachers provide is effective in moving pupils on in their learning. Leaders at all levels understand clearly the school’s key priorities because they all contribute to plans for further improvement. You know that, while most pupils achieve well, a small group of disadvantaged pupils, many of whom have special educational needs and/or disabilities, do not make as much progress as others. In many cases, their slower progress can be attributed to irregular attendance at school. You also recognise that not all pupils and their parents share your aspirations for success and so require even more support to engage with the opportunities available to them. Safeguarding is effective. A strong culture of safeguarding and pastoral care permeates the school. Pupils feel safe and strongly value the support that they receive. They know the safeguarding team very well and are aware of who to go to if they need help. A strong culture of working in partnership prevails, because staff know pupils and their families very well. Staff monitor pupils’ welfare very carefully. When necessary, safeguarding referrals are made in a timely manner and actions are followed up rigorously and relentlessly. Staff receive regular safeguarding training and have a very good understanding of the risk factors to be alert to. The curriculum prepares pupils well for managing their own safety in their current and future lives. A comprehensive and well-structured programme of activities delivered through lessons, tutor time and assemblies supports pupils’ personal development and welfare. Understanding cyber bullying is a particular focus of personal development lessons and the pupils we spoke to had a good understanding of how to keep themselves safe online. Crucially, leaders and governors have no sense of complacency and are committed to maintaining the strong systems and ethos which currently exist.

The Misbourne School Parent Reviews



Average Parent Rating

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“Easy Transition”

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"> My son's transition from primary to secondary school was seamless and he has been happy at the school since day 1. He has been fully supported by staff throughout KS3 and had some great opportunities.
“Clear vision”

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"> My daughter has just finished GCSEs in year 11 .We expect her to achieve a minimum of 5 A*C grades which given what her position was in years 7/8 is a marvelous achievement. She is a statement student and the school have dealt with her special needs in a determined and very positive fashion. The Misbourne is on a clear vision path towards outstanding OFSTED and we would recommend it to any potential students and parents .
unlock % Parents Recommend This School
Strongly Agree 35% Agree 48% Disagree 10% Strongly Disagree 5% Don't Know 1% {"strongly_agree"=>35, "agree"=>48, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>1} Figures based on 278 responses up to 26-05-2022
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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 71 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

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Figures based on 278 responses up to 26-05-2022

Responses taken from Ofsted Parent View

Your rating:
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