Whaddon Church of England School, located in Milton Keynes, Buckinghamshire, underwent an inspection on October 3 and 4, 2023. 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 demonstrated good performance in behavior and attitudes, personal development, and early years provision. This inspection marked a significant change from the previous outstanding rating received in May 2019.
Pupils at Whaddon School express enjoyment in attending this inclusive village school, feeling safe and happy in their environment. The school aims for all students, including those with special educational needs and disabilities, to achieve high standards. Despite this ambition, the report highlights that pupils do not achieve as well as expected in certain subjects due to the ineffective delivery of the new curriculum. While relationships among pupils and staff are positive, and behavior is generally good, there are gaps in subject knowledge that hinder overall achievement.
Parents and carers recognize the strengths of the school and have noted positive changes in recent times. Pupils benefit from a variety of learning opportunities, including outdoor activities and instrumental tuition, which contribute to their personal development. They take pride in their identities and understand the importance of their opinions, actively participating in school life and contributing positively to their community.
The school has ambitious plans for a well-structured curriculum, but there is still work to be done. In subjects like mathematics, essential knowledge has been identified, but in others, the curriculum lacks clarity regarding key learning objectives and their sequencing. This has resulted in gaps in pupils' knowledge, affecting their overall performance. The school acknowledges the need for improved curriculum sequencing and is committed to delivering subjects consistently.
Efforts to enhance reading instruction are ongoing, with a new phonics program introduced in January 2023. While the program is well-organized, not all staff possess the necessary expertise to implement it effectively, leading to some pupils struggling to catch up in their reading skills. The behavior policy is consistently applied, creating a calm and orderly environment where pupils can thrive socially and academically.
Pupils demonstrate thoughtfulness and effort in their learning, with regular attendance and punctuality. They are educated on the importance of physical and mental health and engage respectfully with diverse perspectives. Opportunities for pupil involvement in school decisions are plentiful, fostering a sense of responsibility and community.
The early years provision is engaging and purposeful, allowing children to develop essential skills and positive relationships. Staff are attentive to the needs of children with special educational needs, providing tailored support. The school community is dedicated and proud, with staff valuing collaboration and support for one another.
However, the leadership's oversight of learning quality requires strengthening. While support is provided, there is insufficient challenge to ensure thorough evaluation and improvement of key aspects of the school. Safeguarding arrangements are effective, but documentation needs to be more detailed to ensure comprehensive safety measures.
To improve, the school must ensure that the curriculum is coherent from Reception to Year Six, enabling pupils to learn and retain essential information. Additionally, leaders need to enhance their evaluation processes to ensure high-quality education for all pupils. The school is committed to addressing these areas for improvement, aiming to build on its strengths and provide a better educational experience for its students.
