Maundene School

What Ofsted said

From the inspection on 14 June 2022

Maundene is a school with high aspirations that nurtures and encourages. Pupils welcome visitors with understandable pride. They enjoy school and learning. Relationships between pupils and staff are warm and respectful. Pupils feel secure in this environment and say things like, 'It is ok to make mistakes, as this is how we learn.' The school places a strong emphasis on understanding and celebrating difference. It sensitively and carefully opens pupils' eyes to worlds they might not otherwise encounter. Following the COVID-19 pandemic, leaders have been prompt to reinstate trips and activities that enrich pupils' experiences. Pupils behave well, developing a keen understanding of the impact of their actions on others. Adults respond quickly and well to any bullying concerns. From the very start, children are taught to become confident communicators. Teachers equip pupils with the knowledge and skills they need to debate important issues about the world today and their own lives. Pupils' strong academic achievement goes hand-in-hand with the wealth of personal skills and qualities the school supports them to develop. Leaders value pupils' opinions. The 'junior leadership team' helps shape the school's improvement plan, for example, changing how lunchtimes are run, or bringing more focus to local history.

What the school should improve

• A recently introduced new approach to teaching phonics and early reading is not strongly established and embedded. While most pupils learn to read successfully in a timely fashion, those that struggle the most are not helped to keep up and/or catch up as promptly as they could be. Leaders should consistently embed a rigorous approach to all aspects of teaching early reading and phonics so that pupils who struggle the most have the best chances of success.
• The needs of pupils with SEND are not as consistently well met as they could be. Not all adults are equally adept at employing strategies that are used elsewhere in the school for removing barriers that may hamper pupils' achievement. Similarly, adults are not consistently skilful providing the support that may enhance the learning and retention of important knowledge. The new special educational needs coordinator (SENCo) has begun to build on existing strengths. Leaders should continue to do so to secure the best possible achievement for pupils with SEND.

Read the full Ofsted report (opens in a new tab)