William Harding School in Aylesbury, Buckinghamshire, has been recognized for its overall effectiveness, receiving a Good rating in various categories including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The inspection conducted on June 7 and 8, 2022, highlighted the strong sense of community within the school, characterized by a calm and orderly environment. Leaders maintain high expectations for pupil behavior, fostering a positive atmosphere conducive to learning. Pupils express happiness and safety at school, noting that instances of bullying are rare and addressed promptly by staff.
The leadership team is ambitious, aiming for every child to excel as a subject specialist. Pupils demonstrate confidence in their learning and show enthusiasm for reading, appreciating the diverse selection of books available in the school library. Participation in various clubs and community activities is encouraged, with older pupils engaging in bag packing at supermarkets and younger pupils contributing to maintaining the school grounds. The school promotes responsibility through caring for animals and encourages pupils to express their ideas in debating assemblies.
The headteacher's focused actions have cultivated a sense of pride among pupils, staff, and parents. The school environment is safe, and the headteacher prioritizes the needs of pupils. Governors are actively involved, ensuring that new members possess the necessary skills and rigorously evaluating the impact of leadership decisions. Communication with parents has improved, although there is recognition of the need for further engagement with all families.
Staff support the school's vision and have embraced The William Harding Way, which has brought consistency across year groups. However, there are instances where teachers are asked to undertake excessive planning, which leaders are currently reviewing to alleviate workload concerns. The curriculum is well-structured, allowing pupils to build knowledge effectively. For example, Year 5 pupils utilized prior knowledge of Alexander the Great to understand the concept of revolution across different historical contexts. Early years education emphasizes physical activity, with younger children thriving in both indoor and outdoor settings.
Teachers exhibit strong subject knowledge and employ effective strategies to ensure pupils understand their learning objectives. Nonetheless, there are occasions when teachers set different outcomes than intended, which can hinder pupils' knowledge acquisition. Assessments and activities are utilized effectively to gauge pupil understanding, particularly in mathematics, where key concepts are revisited to reinforce confidence.
The school has established a robust approach to teaching early reading, enabling children to progress quickly. Teachers provide targeted support to ensure pupils read fluently, and there are ample opportunities for engagement with books. Leaders have made strides in identifying pupils with special educational needs and disabilities, collaborating with parents and external agencies to provide appropriate support.
Pupils are aware of the school's behavior system and take responsibility for their actions. While most adhere to the rules, some instances of disruptive behavior can affect learning. The school offers numerous opportunities for character development, with focused learning days enhancing understanding of personal safety and awareness of disabilities. Pupils demonstrate kindness and respect, although their knowledge of religious and cultural differences requires further development.
The safeguarding measures in place are effective, with a strong emphasis on safety throughout the school. The headteacher prioritizes site safety and collaborates with external agencies to provide necessary support. Regular training updates for staff ensure compliance with safeguarding procedures. Overall, while the school excels in many areas, there are opportunities for improvement in task planning for pupils and reducing unnecessary workload for teachers.
