Robertswood School, located in Chalfont St Peter, Buckinghamshire, has been rated as good in its recent inspection conducted on November 1 and 2, 2022. The school provides a caring and inclusive environment where pupils enjoy learning and feel supported by the staff. The school emphasizes high expectations for behavior and academic performance, which pupils meet with enthusiasm. The school's core values foster a positive culture, encouraging cooperation among younger children and ensuring that pupils feel safe and secure. Incidents of bullying are rare, and when disagreements arise, staff are readily available to help resolve conflicts.
Pupils take pride in their roles within the school community, participating in initiatives such as fundraising for improvements and supporting peers during playtime. The school offers a variety of extracurricular activities, including clubs and special events, which are well-received by pupils and parents alike. However, leaders recognize the need to improve attendance and support for pupils struggling with reading.
The curriculum at Robertswood School is designed to be challenging and tailored to meet the needs of all pupils. Subject leaders are knowledgeable, and the curriculum is well-structured, allowing pupils to build essential knowledge progressively. Teachers effectively engage pupils in learning and focus on vocabulary development across subjects. Special educational needs and disabilities are addressed through early identification and collaboration with professionals to provide necessary support.
In the early years, the learning environment is vibrant and conducive to development, promoting skills such as curiosity and resilience. However, there is a need for more detailed planning regarding the knowledge and skills children should acquire during this stage. Staff consistently implement the behavior policy, ensuring that pupils who struggle with behavior receive appropriate support.
Reading is a priority at Robertswood School, with teachers ensuring that reading materials align with the phonics being taught. While pupils develop a love for reading, there are concerns regarding the support provided to struggling readers in key stages one and two. Some staff lack confidence in delivering phonics instruction effectively, which hinders progress for some pupils.
The school places a strong emphasis on personal development, equipping pupils with skills necessary for collaboration, creativity, and problem-solving. The curriculum also addresses personal, social, health, and economic education, teaching pupils about safety, respect for differences, and the importance of healthy relationships. Governors are knowledgeable about the school’s strengths and areas for improvement, but some aspects of their oversight could be more precise to enhance accountability.
Overall, staff feel valued and motivated, contributing to a positive school culture. Parents express high levels of satisfaction and support for the school, indicating a strong community connection. The safeguarding measures in place are effective, with staff trained to recognize and respond to signs of harm. Leaders work diligently to ensure the safety and well-being of all pupils, collaborating with external professionals when necessary.
To improve further, the school needs to enhance the consistency and effectiveness of phonics teaching, ensuring all staff are equipped to support pupils in their reading journey. Additionally, there is a need for clearer curriculum planning in the early years to ensure that activities build on children's existing knowledge. Addressing attendance issues systematically will also be crucial for the school’s continued success.
