School etc

Maids Moreton Church of England School

Maids Moreton Church of England School
Avenue Road
Maids Moreton

phone: 01280 812058

headteacher: Miss Keira Ainsworth


school holidays: via Buckinghamshire council

61 pupils aged 4—6y mixed gender
90 pupils capacity: 68% full

35 boys 56%


25 girls 41%


Last updated: June 19, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 470393, Northing: 235166
GPS coordinates
Latitude: 52.01, Longitude: -0.97581
Accepting pupils
4—8 years old
Census date
Jan. 16, 2014
Diocese of Oxford
Region › Const. › Ward
South East › Buckingham › Buckingham North
Urban > 10k - less sparse
Free school meals %

rooms to rent in Buckingham

Schools nearby

  1. 0.2 miles Page Hill Infant School MK181PN
  2. 0.4 miles Buckingham Primary School MK181TT (584 pupils)
  3. 0.9 miles Buckingham County First School MK181EN
  4. 1 mile Bourton Meadow School MK187HX
  5. 1 mile Bourton Meadow Academy MK187HX (662 pupils)
  6. 1.1 mile Grenville Combined School MK181AP (107 pupils)
  7. 1.1 mile Buckingham School MK181AT (1047 pupils)
  8. 1.1 mile Chandos County Middle School MK181AP
  9. 1.1 mile Grenville Combined School MK181AP
  10. 1.2 mile St James and St John CofE Primary School MK185JE (131 pupils)
  11. 1.2 mile University of Buckingham MK181EG
  12. 1.3 mile Royal Latin School MK181AX
  13. 1.3 mile Royal Latin School MK181AX (1274 pupils)
  14. 1.4 mile New Provision Buckinghamshire 17
  15. 1.6 mile Saint James Church of England School, Akeley MK185HP
  16. 1.7 mile Akeley Wood Senior School MK185AE (647 pupils)
  17. 2.3 miles Stowe School MK185EH (759 pupils)
  18. 2.5 miles Roundwood Primary School MK184HY (169 pupils)
  19. 2.6 miles Thornborough Infant School MK182DF (37 pupils)
  20. 2.6 miles Charmandean School MK185AN
  21. 2.6 miles Akeley Wood Lower School MK185AN
  22. 2.6 miles The Charmandean Dyslexia Centre MK185AN
  23. 3 miles Thornton College MK170HJ (382 pupils)
  24. 3.1 miles Padbury Church of England School MK182AP (49 pupils)

List of schools in Buckingham

Age group 4–7
Inspection date(s) 23–24 April 2012
Inspection number 395401

Maids Moreton Church of England


Inspection report

Unique reference number 110438
Local authority Buckinghamshire
Inspect ion number 395401
Inspect ion dates 23–24 April 2012
Lead inspector Jacqueline Marshall

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Infant
School category Voluntary controlled
Age range of pupils 4–7
Gender of pupils Mixed
Nu mber of pupils on the school roll 48
Appropriate authority The governing body
Chair David Owen
Headteacher Keira Ainsworth
Date of prev ious school inspection 27 February 2008
School address Avenue Road
Maids Moreton
MK18 1QA
Telephone number 01280 812058
Fax number 01280 812058
Email address reveal email: off…

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Inspection team

Jacqueline Marshall Additional inspector

This inspection was carried out with two days' notice. The inspector observed
teaching and learning in 11 lessons and part lessons, taught by five teachers,
amounting to approximately four and a half hours in total. For approximately three
quarters of the lessons, the inspector was accompanied by the headteacher. The
inspector held meetings with groups of pupils, staff, school leaders and
representatives of the governing body. She took account of the responses to the on-
line Parent View survey in planning the inspection. She observed the school’s work,
and looked at the school’s documentation and policies, including those relating to
safeguarding, data on pupils’ progress, attendance figures and the school’s
development planning. The inspector scrutinised pupils’ work, listened to pupils
reading and evaluated 28 questionnaires received from parents and carers.

Information about the school

This is a smaller than average-sized infant school. Almost all pupils are of White
British heritage; others are from a range of minority ethnic backgrounds. The
proportion of pupils supported by school action plus or with a statement of special
educational needs is below average. There are no pupils currently known to be
eligible for free school meals. Since the last inspection, the school has been without a
substantive headteacher and the current acting headteacher has been in post since
September 2011.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness 2
Achievement of pupils 2
Quality of teaching 2
Behaviour and safety of pupils 1
Leadership and management 2

Key findings

  • This is a good school. Pupils achieve well, behaviour is exemplary and
    attendance is high. It is not yet outstanding because standards in writing are
    not yet as high as in reading and mathematics and inconsistencies in teaching
    restrict the rate of progress in some lessons.
  • Pupils make good progress through the school and achieve significantly above
    average standards in reading and mathematics because the teaching is good
    and pupils are extremely keen to learn. Standards in writing are above average
    and pupils achieve well from their starting points. However, the standards
    pupils reach are not yet consistently high. Opportunities for pupils to complete
    extended pieces of writing independently or for the youngest children to record
    their ideas are not always planned for and this hampers their achievement.
  • Teaching is good and, in some lessons, outstanding. Most lessons fully engage
    and motivate pupils, including at the start or end of lessons when the whole
    class are together. Where this is not a consistent feature, the pace of learning
    dips. Similarly, the effectiveness of how teachers use marking to accelerate
    learning and involve pupils in improving their work, whilst good overall, varies
    across the school.
  • Pupils enjoy their whole time in the school. Their behaviour and attitudes are
    exemplary and this is a key factor in the high standards pupils reach. The vast
    majority of parents, carers and pupils all agree the school is thorough in
    ensuring that pupils are safe and secure.
  • Leaders’ and managers’ plans to improve the school demonstrate their good
    understanding of its strengths and areas for development. They have been
    successful in maintaining high standards during a period of staff changes.
    Performance management procedures and the leadership of teaching are good
    overall, though have yet to secure outstanding teaching and progress.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Ensure standards in writing consistently match the very high standards in
    reading and mathematics by:
    providing increased opportunities for pupils to write independently,
    especially for the youngest children
    ensuring all marking in books matches the best, so pupils always
    understand exactly what they need to do to improve their work and have
    time to reflect and act on teachers’ comments.
  • Accelerate progress and secure outstanding teaching overall by:
    providing greater opportunities for sharing best practice already present in
    lessons and classes
    increasing the pace of lessons so that all pupils are actively engaged and
    involved in their learning at all times.

Main report

Achievement of pupils

Across the school, pupils are clear about their learning, talk with confidence and
share their ideas willingly with one another. Pupils of all ages talk eagerly about what
they have been learning, about what strategies they might need to solve the
problems they are set and know their targets. Where learning is best, such as in a
Year 1 literacy session on onomatopoeia, pupils discuss their learning as they look at
their own work as well as their partners. Using a list of key features for their written
work, they were able to evaluate whether they had met the success criteria for the
lesson. They listen carefully to comments teachers make when reviewing their work
during lessons and this engages them very effectively in the next steps in their
learning. Parents and carers expressed a high level of satisfaction in the progress
their children make and how well the school enables them to be involved in their

children’s learning. The inspection endorsed these views.

Throughout the school, all pupils achieve well. Attainment in reading and
mathematics is consistently and significantly above the national average by the time
pupils leave school. Effective systems for tracking progress ensure all pupils,
including those with disabilities and those with special educational needs and the
small number of pupils from ethic minority backgrounds, achieve well and make
good, and sometimes better, progress.
From broadly expected skills and understanding when they start, children make good
progress in the Early Years Foundation Stage in all areas of learning. Children use
the skills they learn in phonics (linking letters to the sounds they make) as they
write. However, they do not always have sufficient opportunities to practice and
consolidate these skills and write independently. The picture is similar across the
school, where opportunities for independent and extended writing are not yet a
regular feature. Consequently, writing remains a relatively weaker area. Pupils’

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

enthusiasm for reading is developed very effectively because teachers promote
reading well, often using texts to support learning in other subjects. Plenty of
opportunities to use the skills they have learnt in lessons to solve problems ensure
pupils have a good understanding of mathematical concepts and develop their
numeracy skills well.

Quality of teaching

The teaching is typically good, and occasionally of the highest quality. The vast
majority of parents and carers agree that this is the case. Staff prepare lessons
carefully, matching the work well to pupils’ different needs and linking different
aspects of learning. For example, in a Year 2 history lesson, pupils combined their
reading and information and communication technology (ICT) skills as they
researched the life and achievements of the scientist Edward Jenner. The activity
enabled pupils to practise their reading skills whilst developing their historical

understanding, with the most able explaining they were ‘skimming and scanning’ to

gather their information.

Teachers’ good subject knowledge enables them to pose questions effectively and
also answer pupils’ questions fully. Lessons on the whole are very well paced, with

good use of time, although occasionally pupils are expected to spend too long
listening to explanations when they are eager to start their work and, as a result,
their interest and learning dips. Throughout the school, staff use extremely effective
strategies to manage behaviour. Interesting activities, attractive environments and
very good relationships between staff and pupils keep the pupils really focused and
support learning well. Teachers regularly use paired talk which supports pupils’
speaking and listening skills effectively and promotes their social development
through negotiating ideas.

Staff keep good records of pupils’ progress and use them to ensure they are

effectively challenged in most lessons. Pupils with disabilities and those with special
educational needs are taught well through a mix of class, group and individual
activities. Teachers and teaching assistants, across the school, work together well,
providing tailored support for each pupil’s individual needs, enabling them to make
good headway. Learning objectives and success criteria are increasingly shared with
pupils and this helps to accelerate progress. Marking is helpful and generally

supports pupils’ next steps in learning. However, pupils do not always fully

understand teachers’ comments to improve their work or have the time to respond to

these suggestions, and this hinders progress. Where pupils make rapid progress, as
observed in both English and mathematics sessions in Years 1 and 2, teachers use
the knowledge they gain from assessment during lessons to adjust their questioning

and set new tasks. Pupils’ misconceptions are quickly tackled; extra time to

consolidate learning is provided or the level of challenge is increased.
Teachers interpret the curriculum in imaginative ways, providing an interesting range
of activities which engage and motivate pupils. They place great emphasis on

developing pupils’ communication skills, and take every opportunity to thread the

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

promotion of spiritual, moral, social and cultural development into their teaching.

Behaviour and safety of pupils

The school’s high expectations, strong caring ethos and aim to develop pupils’

independent learning skills are key factors in pupils’ high attendance and exemplary
behaviour. Pupils’ outstanding behaviour has been maintained since the last
inspection. Pupils respond extremely well to the support of adults working with them,
particularly in small groups and on a one-to-one basis. Parents and carers praise the
approach of teaching and support staff alike, commenting ‘We love the safe family

environment’ and it is a ‘wonderful and caring setting where my child can learn and
Due to school leaders’ very effective promotion of pupils’ spiritual, moral, social and

cultural development, for example in lessons and assemblies, pupils get on really well
together and show considerable support for one another, regardless of age, gender
or ethnicity. Visits, such as to a local mosque, give the pupils excellent first-hand
opportunities to find out about the lives and beliefs of others living in Britain.
Incidents of bullying, such as name calling, and persuading others do things they do
not want to, are rare. During the inspection, pupils were adamant that it ‘just doesn’t

happen’ and were equally keen to state how safe they felt in school. They are keen

to explain how they would deal with a range of types of bullying and know exactly
who to turn to for help if they need to. The overwhelming majority of parents and
carers responding to the questionnaire commented positively on how the school
deals with behaviour, and all pupils during the inspection agreed that behaviour is

‘always good’. Opportunities to take responsibilities in class, on the playground and

as part of the school council contribute positively to pupils’ excellent moral and social
development and are highly regarded by the pupils.

Leadership and management

Following a period of staff and leadership changes, the acting headteacher’s effective
leadership has continued to drive improvement. Attendance is now high and pupils’

excellent behaviour and attitudes to learning have been maintained. Well supported

by other senior leaders, including a core of dedicated governors, she has ensured

that the school’s ethos is happy and cohesive, with staff feeling valued as part of the

team. The school has met the recommendations for improvement from the previous
inspection. For example, children in the Reception class are making the same
progress in their creative skills as in other areas of learning, and the indoor and
outdoor learning environments continue to develop. Effective self-evaluation ensures
an accurate understanding of the school’s strengths and what remains to be done.

This, together with the school’s track record of improvement, indicates that it is well

placed to continue moving forward.
Leaders visit classes to ensure that standards of teaching are always improving and
have focused on providing advice to individual teachers on refining their skills. The
school has rightly identified the need to strengthen procedures to disseminate best

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

teaching practice and acknowledge that, in some lessons, a greater focus on the

pace of pupils’ learning and their opportunities to respond to teachers’ comments is

necessary to improve provision further. Further training is provided when appropriate
and successful strategies are shared in order to achieve the highest levels of
teaching and learning.
Leaders, managers and members of the governing body are effective in ensuring
that the arrangements to keep pupils safe are rigorous. Statutory requirements
concerning safeguarding are met. Leaders, managers and teachers promote equality
of opportunity well, ensuring that all pupils, whatever their social or ethnic
backgrounds or needs, make good progress. Pupils respect one another, and those
from all backgrounds get on particularly well together, because discrimination is not
tolerated by teachers or leaders and managers.
The curriculum effectively supports pupils’ academic progress and personal
development. Pupils’ learning is enriched through memorable experiences. They are
very keen to share a taste of what they have been learning with visitors and take a

real pride in their school community. The pupils’ enjoyment of such shared

experiences shows the strength of the school’s development of their spiritual, moral,
social and cultural qualities.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
20 39 34 7
Special schools 33 45 20 3
Pupil referral
9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.

Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning and development taking account of their

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Attendance the regular attendance of pupils at school and in

lessons, taking into account the school’s efforts to

encourage good attendance.

Behaviour how well pupils behave in lessons, with emphasis

on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.

Capacity to improve: the proven ability of the school to continue

improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Floor standards the national minimum expectation of attainment

and progression measures.

Leadership and management: the contribution of all the staff with responsibilities,

not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Safety how safe pupils are in school, including in lessons;

and their understanding of risks. Pupils’ freedom

from bullying and harassment. How well the school
promotes safety, for example e-learning.

25 April 2012
Dear Pupils

Inspection of Maids Moreton Church of England School, Buckingham MK18 1QA

Thank you for talking to me and showing me your work during my visit to your
school. I was pleased to hear that you like school a lot and how much you enjoy all
that the teachers plan for you. It was good to see that you get along really well and
look out for one another. Your school gives you just the right help so that you know
how to behave extremely well and keep safe. Your attendance is high – well done!
The inspection found that Maids Moreton is a good school. The curriculum planned
for you meets your needs well and teachers are good at helping you make good
progress in your work. The leaders in the school know just what needs to be done to
make sure your school keeps on getting better. In order to help you to reach even
higher levels, I have made these suggestions:

  • Provide lots of opportunities for you to practise your writing.
  • Make sure that your teachers give you time to read the comments they make
    about your work so you can make changes to improve your writing even
  • Make sure that teachers do not spend too long explaining your tasks so that
    there is more time for you to be actively involved.
  • Provide more opportunities for teachers to share with each other what works
    really well in their classes.

You can all help by continuing to try so hard and getting on really well together.
Thank you again for your warm welcome.
Yours sincerely
Jacqueline Marshall
Lead inspector


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