Hazlemere Church of England Combined School, located in High Wycombe, Buckinghamshire, was inspected on 15 and 16 February 2022. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behaviour and attitudes, personal development, and leadership and management. However, early years provision was found to require improvement. The previous inspection also rated the school as requiring improvement, indicating ongoing challenges in certain areas.
The school environment is characterized by a vibrant atmosphere of learning, where pupils demonstrate enthusiasm and respect. They engage attentively with teachers and peers, reflecting the high expectations set by the staff. Pupils take pride in their achievements and are eager to share their learning experiences. The leadership team has established a culture of safety and happiness, aiming for all pupils to thrive academically and personally. Despite this positive environment, the nursery and reception classes face challenges in effectively managing learning compared to the rest of the school.
Pupils express pride in the school’s values, particularly respect, kindness, and responsibility. They understand the concept of bullying and report that it is infrequent, as staff promptly address any unkind behaviour. Reading is a focal point within the school, with a rich selection of books available, and pupils show excitement about their reading journeys. The curriculum has undergone significant revisions, with most subjects being ambitious and well-structured. However, some areas still require further development to ensure clarity in the knowledge pupils need to acquire.
In early years, staffing difficulties have impacted the management of learning experiences. While reading and mathematics are prioritized and effectively delivered, practitioners lack sufficient knowledge of effective learning characteristics. This gap affects the development of children’s vocabulary, communication, and language skills. Where staff have a clear understanding of the curriculum, they utilize ongoing assessments effectively to identify pupils' needs and plan subsequent learning steps. This approach has been particularly beneficial in addressing knowledge gaps resulting from the pandemic, especially in reading and mathematics.
However, the school faces challenges with end-of-topic assessments, which often lack clarity and precision. Leaders do not consistently use assessment data to evaluate the effectiveness of learning or identify areas needing reinforcement. The emphasis on reading is evident throughout the school, with a new phonics program in place that has been well-received by staff and pupils alike. This has fostered a love for reading among students, who are becoming confident readers.
The provision for pupils with special educational needs and disabilities is a notable strength, with the SENCo ensuring that staff are well-informed about individual needs. The school is committed to promoting equality, although there is some hesitance in discussing diverse family structures and relationships, which may limit pupils' understanding of the broader world.
Leaders are actively working to enhance the school’s offerings, including the resumption of enrichment activities that were paused during the pandemic. They prioritize the well-being of all stakeholders and engage positively with parents, who generally express satisfaction with the school. Safeguarding measures are effective, with staff trained to recognize and respond to potential risks, ensuring a safe environment for all pupils.
To improve, the school must address the staffing issues in early years and enhance practitioners' understanding of effective learning. Additionally, the curriculum requires further refinement in certain subjects, and leaders need to ensure that assessment practices are more precise and systematic. By addressing these areas, the school can continue to build on its strengths and provide an excellent educational experience for all pupils.
