Long Crendon School, located in Buckinghamshire, was inspected on 28 and 29 June 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school excelled in personal development, behavior and attitudes, and early years provision, which was deemed outstanding. The previous inspection, conducted 14 years prior, had rated the school as outstanding, reflecting a significant change in performance.
The inspection highlighted a positive atmosphere at the school, where families gather eagerly each morning and children greet each other cheerfully. Older pupils take on responsibilities by looking after younger students, fostering a supportive community. Break times are lively, with pupils engaging in various activities, including play leadership and gardening. The school promotes a strong sense of safety, with pupils feeling comfortable discussing their worries with staff, who are committed to addressing concerns effectively. The school emphasizes well-being, with initiatives such as health and well-being ambassadors and eco-clubs.
Despite the positive environment, the inspection noted that the school has faced challenges due to recent leadership changes. The interim headteacher has made a significant impact in a short time, and leaders are ambitious for the pupils. Curriculum development has been a focus, with efforts to ensure that knowledge and skills build over time, particularly in the early years. Teaching in Reception is exceptional, providing children with a strong foundation for their education. The curriculum is rich and varied, allowing all children, including those with special educational needs and disabilities, to thrive.
However, in key stages one and two, the report indicated that while subject leaders have outlined the knowledge pupils should learn, the execution of lessons does not always support skill development effectively. Teachers sometimes focus too much on task completion rather than ensuring pupils understand the concepts being taught. Assessment practices in these stages are not as robust as in the early years, leading to a lack of tailored support for pupils, particularly those with special educational needs. This has resulted in some pupils not achieving their full potential.
The personal development of pupils is a strength of the school, with a wide range of extracurricular activities and residential visits available. Despite disruptions caused by the COVID-19 pandemic, the school has made efforts to continue offering enriching experiences. Pupils develop confidence and leadership skills through various opportunities, such as acting as junior road safety officers.
The report also pointed out that leaders and governors have not always maintained detailed oversight of school processes. The new interim headteacher has taken steps to address previous weaknesses, but governors need to provide more rigorous challenges to ensure effective evaluation of systems. Safeguarding arrangements are effective, with staff trained to identify and report concerns, fostering a caring culture within the school.
In summary, while Long Crendon School has a positive environment and strong early years provision, it faces challenges in the quality of education and leadership. The school must focus on improving teaching practices in key stages one and two, ensuring that all pupils receive the support they need to succeed. Enhanced assessment practices and tailored support for pupils with special educational needs are essential for fostering an environment where all students can thrive.
