Foxes Piece School, located in Marlow, Buckinghamshire, underwent an inspection on November 8 and 9, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
Pupils at Foxes Piece School express a strong sense of belonging and pride in their inclusive environment. The school emphasizes personal development through its 'Foxy values' which include resilience, independence, kindness, respect, and equality. A structured personal, social, and health education program helps students grasp essential concepts such as safety, healthy relationships, and diversity. Pupils actively contribute to school life through various roles, including diversity leaders and eco-warriors, and they have shown commendable support for new Ukrainian students.
The school maintains high expectations for pupil behavior, and most students meet these expectations. They understand the distinction between unkindness and bullying, and they feel confident that any bullying incidents will be addressed promptly. Positive playtimes are encouraged, allowing students to enhance their social skills and enjoy physical activity.
While pupils generally enjoy learning and recall special events fondly, they sometimes struggle to retain knowledge due to weaknesses in the curriculum. Although some subjects, like music and science, have well-planned curricula that support knowledge progression, other areas lack clarity in key content, leading to gaps in learning. In early years, while leaders have identified expected outcomes, they have not consistently outlined the necessary steps for children to achieve these goals.
The curriculum's shortcomings are exacerbated by some staff's limited subject knowledge, which affects their ability to guide pupils effectively. For instance, in mathematics, teachers may advance students too quickly without providing adequate practice to solidify understanding. Additionally, assessments of pupil learning are not consistently utilized to identify and address gaps in knowledge.
Reading instruction presents challenges, particularly for the weakest readers. Although a phonics program is in place, it is not effectively implemented during additional support sessions, and some staff lack the necessary training. Consequently, some pupils do not progress in reading as quickly as they should. However, there is a positive atmosphere around reading, with pupils enjoying stories read by teachers and access to diverse literature.
The school has established processes to identify and support pupils with special educational needs and disabilities (SEND), but the curriculum weaknesses hinder effective teaching for these students. While pupils exhibit positive attitudes towards school, attendance remains an issue for a small number of students.
Safeguarding measures at Foxes Piece School are effective, with staff trained to recognize and address local risks. The school follows clear recruitment procedures and ensures timely referrals for at-risk pupils. Students are educated about safety, both online and offline.
To improve, the school must ensure that all staff are adequately trained in early reading instruction and that reading materials align with the phonics being taught. Leaders need to refine the curriculum to ensure that all key content is identified and sequenced appropriately, allowing pupils to build knowledge systematically. Additionally, professional development should be prioritized in areas where teachers' subject knowledge is weaker, and formative assessment practices should be embedded to swiftly address misconceptions and knowledge gaps.
