Haddenham Community Infant School

Haddenham Community Infant School is a small infant school in a federation that inspectors found to be performing securely overall. Most areas are at the expected standard, with early years identified as a particular strength. Children get off to a strong start because leaders have created an engaging, language-rich environment, prioritise reading and phonics, and identify special educational needs and/or disabilities quickly. Safeguarding arrangements meet requirements. Across the school, pupils make progress from their starting points in reading, writing and mathematics, behaviour is calm and orderly, and pupils say bullying is rare. The curriculum is broad and well sequenced, staff are well trained, and inclusion is a clear strength: pupils with SEND and disadvantaged pupils are known well and supported through strong relationships and effective work with external agencies. Attendance is improving, although persistent absence remains too high for a small number of pupils. Leaders and governors know the school well and provide effective support and challenge, and staff feel valued. The main areas for development are strengthening strategic oversight of attendance, ensuring curriculum delivery is consistently effective so all pupils—especially disadvantaged and SEND pupils—build detailed knowledge and skills, and sharpening support for disadvantaged pupils so gaps close and impact is rigorously evaluated. Personal development is well planned, though tracking of participation in clubs and wider opportunities is not yet fully refined.

Strengths

• Early years provides an engaging, language-rich environment where children thrive and become independent
• Reading and phonics are prioritised from the start, with well-trained staff and targeted support
• Children’s language, communication and personal, social and emotional development are strong
• SEND needs are identified quickly and children receive additional help to thrive alongside peers
• Warm relationships help pupils feel happy, safe and valued
• Pupils make progress from their starting points in reading, writing and mathematics
• Behaviour is calm and orderly, and pupils have positive attitudes to learning
• The curriculum is broad, well sequenced and supported by a well-established phonics scheme
• Inclusion is characterised by strong relationships, detailed knowledge of pupils and effective multi-agency work
• Governors carry out statutory duties effectively and staff feel well supported
• Personal development is well sequenced and promotes British values, equality and diversity
• A free clubs offer helps make wider opportunities accessible

Areas for Improvement

• Persistent absenteeism remains too high for a few pupils
• Attendance policies and strategic oversight need further strengthening
• Recent phonics curriculum refinements are not yet reflected in published outcomes
• Phonics screening check outcomes are variable
• Curriculum delivery should be consistently effective so all pupils, including disadvantaged and SEND pupils, develop detailed knowledge and skills
• Support for disadvantaged pupils needs further strengthening to close the gap
• Leaders should rigorously evaluate the impact of support for disadvantaged pupils
• Tracking of participation across the personal development offer is not yet fully refined
• Pupil premium strategy is still being refined

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Haddenham Community Infant School attended 93.8% of sessions (the national figure for primary schools was 94.8%). 19.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 2.2% of pupils at Haddenham Community Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Haddenham Community Infant School had 21.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 15.6% of pupils at Haddenham Community Infant School were on SEN support (nationally 15.4%) and 1.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Haddenham Community Infant School received £10,240 and spent £9,758 for each of its 109 pupils. It ended the year with reserves of £273,000 (£2,503 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Aylesbury · Buckinghamshire local authority: places and applications

What is Haddenham Community Infant School's Ofsted rating?

The latest Ofsted rating for Haddenham Community Infant School is Expected standard, from an inspection in October 2026.

When was Haddenham Community Infant School last inspected by Ofsted?

Haddenham Community Infant School was last inspected in October 2026.

How many pupils does Haddenham Community Infant School have?

Haddenham Community Infant School has 109 pupils on roll.

What age range does Haddenham Community Infant School cover?

Haddenham Community Infant School for pupils aged 4 to 7.

Where is Haddenham Community Infant School?

Haddenham Community Infant School is at Woodways, Haddenham, Aylesbury, Buckinghamshire, HP17 8DS.