The Bushey St James Trust is fully committed to improving the schools within the Trust and has an excellent track record of this work over recent years. Systems of local and trust wide governance fully support the school improvement agenda and regular scrutiny of key performance indicators (KPIs) at both Local Governing Body and Trust Board level monitor progress over time. This ensures that appropriate interventions and resource capacity are in place to support both rapid and sustainable transformation.
The BSJT has a proven track record of school improvement and the key leaders within the BSJT have first-hand experience of improving schools in both the primary and secondary sector; they themselves have led schools from the spectrum of inadequate to outstanding using proven school improvement models.
Within the BSJT there is a real focus on making teaching as good as it can be and enabling the key school leaders’ to have the time to do this by centralising administrative, finance and HR functions where and when appropriate. Data is used effectively to hold the school leaders within the BSJT to account for performance and as far as possible all unnecessary burdens have been reduced for leaders and teachers by streamlining information management processes across the Trust.
The BSJT adopts a standardised approach to using and sharing information in regard to quality assurance across the schools. This enables the Trust Board to be provided with consistent information so that they can quickly see and make comparisons of the performance of each school, both as a whole and in particular areas (such as the impact of pupil premium funding). It is also easier to identify areas of strengths and weakness within individual schools and, where support needs and can be provided. There is an expectation that every school within the Trust will be both a giver and receiver of support as there are pockets of outstanding practice and areas for development in each school.
All staff are able to learn and share good practice. Teachers across the schools (both primary and secondary) observe and learn from each other to improve the quality of teaching for all pupils. This helps to reduce teacher workload and increases creativity. The Headteachers also work together and support each other to manage change.
All school leaders work hard to ensure that every member of staff within the Trust has a personalised and bespoke professional development plan, irrespective of their position or seniority. Being in a MAT can facilitate greater opportunities for all staff which helps to attract, retain and support the improvement of high quality teachers and Associate Staff.
Self-evaluation at Bushey Meads School in September 2014 rated the school as requiring improvement and plans were rapidly implemented to secure a thoroughly Good Ofsted rating in September 2015 under the new rigorous Ofsted framework. During that academic year GCSE results improved in 80% of subjects at Key Stage 4, by an average of 16.5%.
“Driven by high aspirations, a wide range of improvements have been planned to make sure that all students benefit from good teaching in all years and all subjects.” Ofsted September 2015
Results at AS Level in 2015 were the best ever for 6 years and this translated into similar results at A level in 2016. Indeed Level 3 Sixth Form ratings in 2016 indicated a 0.28 value added score meaning that on average, every student in the sixth form achieved nearly a 1/3rd grade higher than their aspirational target grades in all of their subjects.
“The school has gone through a huge transformation over the past year. The changes have certainly been positive for the school and its learners.” Ofsted September 2015
For vocational courses the value added measure was 1.11 meaning that every student studying one of these courses achieved more than 1 grade higher than their predicted grade.
For some faculties the results were even more impressive and the Maths Faculty’s results for example gave them a value added score of 1.45 meaning that on average every single student achieved grades that were between 1 and 2 grades higher than their predictions.
In 2017 the Progress 8 Score for Key Stage 4 GCSE results was 0.11 and higher than the previous year’s measure of 0.02. This positive score placed the school just below the top 30% of schools nationally. For all other key measures related to attainment, performance in English and Maths and student destinations beyond Key Stage 4, the results were above Hertfordshire and also above the national measures.
“Staff are very positive about working at the school.” Ofsted September 2015
At Key Stage 5 A level results placed the school in the top 12% of schools nationally with a very positive score of +0.29. For Vocational Courses at Key Stage 5 the DfE ranked the school in the top 4% with a positive value added score of +1.1.
Although there was still work to do, the whole school focus on More Able and Pupil Premium students continued to close the gaps for students with data demonstrating an upward trajectory in this important area of school performance.
In March 2019 the school received a one day inspection and the final report was a superb endorsement of the outstanding work of all students, staff, parents and carers and Governors and Trustees over the last 3 ½ years. You can access the report, via the link here: https://busheymeads.org.uk/about-us/ofsted/
“The school has improved significantly overall” Ofsted March 2019
“Staff are very proud and motivated to be part of the school.” Ofsted March 2019
The latest inspection report indicates that, whilst the school remained good there was sufficient evidence of improved performance to suggest that the school would be judged outstanding if it received a full 2 day Inspection now.
“Leaders build your ‘mind to be kind’ culture by prominently displaying signs, weekly emails, daily character-development sessions, pictures and promoting random acts of kindness.” Ofsted March 2019
“We saw exemplary behaviour in lessons, at breaktime and at lunchtime; good behaviour is a strong feature of the school.” Ofsted March 2019
The journey here simply continues as we move towards greatness and we look forward to our next Ofsted visit that will very likely endorse the exciting journey that we are on.
“Innovative school-wide continuous professional development ensure a constant focus on sharing great teaching practice.” Ofsted March 2019
As always there are a few areas to improve, however we are certainly not complacent and will continue to embed our outstanding practice across all aspects of our superb learning community here at Bushey Meads.
In November 2019 the school received a two day inspection under the new framework September 2019 and the final report rated the school as outstanding in two key areas: Personal Development and Sixth Form provision.
The glowing report reflects the continued exciting journey that our superb school is on, and was another strong endorsement of the outstanding work of all students, staff, parents and carers and Governors and Trustees over the last 5 years. You can access the report, via the link here: https://busheymeads.org.uk/about-us/ofsted/
“Leaders and staff have created a positive environment founded on the principle that the school, ‘has a mind to be kind’.”Ofsted November 2019
“Pupils and staff reach for excellence in all that they do; this is particularly the case for students in the Sixth Form.” Ofsted November 2019
“Leaders have created an exciting and ambitious programme of learning.” Ofsted November 2019
“The Sixth Form stands out as an area of excellence within the school.” Ofsted November 2019
“Leaders have placed pupils’ well-being at the heart of what they do.” Ofsted November 2019
Little Reddings Primary School has had an equally exciting recent journey. The Ofsted Inspection in November 2014 concurred with the school’s own self-evaluation and rated the school as requires improvement. The report however strongly recognised the impact that the new Headteacher (appointed in April 2014) had already made – particularly in the key areas of safeguarding that had, until recently, been inadequate. Ofsted also commented positively on her accurate knowledge of the school, the morale and commitment of the wider staffing body and the obvious capacity to improve.
“The strong leadership of the headteacher, since her appointment, has ensured that the school site is safe for pupils, the Nursery provision has improved, attendance has increased and expectations of teaching and pupils’ achievements have been raised.” Ofsted November 2014
“All staff who responded to the staff questionnaire praised the impact of the headteacher and commented on their involvement in school developments. As a result, staff morale is high with all staff actively supporting the headteacher’s drive for improvements.” Ofsted November 2014
“The headteacher knows the strengths and weaknesses of the school well. The accurate self-evaluation informs a development plan which includes all the right priorities for the school. In a short time, theheadteacher and senior leaders have shown that they have the capacity to improve the school further.” Ofsted November 2014
The Multi Academy Trust provided a secure platform for rapid transformation. This started with a full review of Governance, undertaken by the Executive Principal, which complimented the work within the school to improve teaching and learning and outcomes for all pupils.
In November 2016 the Primary School was rated by Ofsted as thoroughly Good with Outstanding features and is continuing to improve in all areas.
“The headteacher provides strong, committed leadership that is focused on providing a high standard of education for all pupils. As a result, the school is rapidly improving. Teaching is now typically good across the school. Teachers plan activities that interest and engage pupils in their learning.” Ofsted November 2016
“Governance has improved since the last inspection. Governors now support and challenge school leaders to produce good outcomes. Appropriate systems are in place across the academy trust to manage the performance of all staff.” Ofsted November 2016
In terms of outcomes for pupils Ofsted recognised that Phonics teaching is good at the school and attainment at the end of Key Stage 2 continues to improve, with results showing that pupils were making progress at least in line with the national average and attainment being broadly average in English and mathematics. At the end of Key Stage 1 pupil attainment was also broadly average. They also identified that work in pupils’ books shows they are making good progress over time in a range of subjects. Disadvantaged pupils in the school are making good progress. In Early Years Children are making good progress in all areas of learning.
Little Reddings Primary School’s latest Ofsted inspection took place in March 2023. The report confirmed that the school continues to be a very good and welcoming school with a ‘can-do’ attitude. Inspectors recognised that pupils benefit from the recent changes made to the curriculum and wider learning opportunities and rise to the high standards staff expect of them. The pupils at the school were noted as talking proudly of the progress they have made and for recognising the skilled staff who help them if they find learning tricky.
The inspectors saw pupils learning in calm and purposeful classrooms, listening and concentrating well, clearly aware of the school’s embedded rules and routines. Leadership was also praised for having completely updated the curriculum to meet the specific needs of the pupils, ensuring that the new curriculum is aspirational and tailored carefully to fill gaps in knowledge so that all pupils can achieve well. Inspectors recognised that leaders at all levels have good subject knowledge and understand and deliver the curriculum consistently well.
To read the latest Ofsted Inspection report please click on the following link:
Hartsbourne Primary School has also been on a journey of significant improvement, moving from a Requires Improvement Ofsted category in November 2014 to that of Good in October 2016. The latest report highlighted many real strengths within the school, particularly in maths and English.
“Procedures for assessing pupils’ progress in English and mathematics are highly effective. Teaching in English, in particular, has improved markedly as a result of this strong and systematic leadership and is now being shared across other areas of the curriculum.”Ofsted October 2016
“They have established highly effective systems for assessing and tracking pupils’ progress in reading, writing and mathematics.” Ofsted October 2016
“Pupils in Year 4, for instance, were able to use very sophisticated language when explaining to an inspector the different strategies employed by authors. The school actively promotes a love of reading.” Ofsted October 2016
The report highlighted how the work of different stakeholders at the school brought about the significant change:
“Pupils show high levels of respect for each other and have a deep understanding of equality. A strength of the school is the positive relationship between pupils and staff. Pupils work exceptionally well with each other, discussing their learning or sharing their ideas to improve their written work or solve problems.” Ofsted October 2016
“All of the parents spoken to by inspectors were very supportive of the school and the improvements that they have seen.” Ofsted October 2016
“Governors bring a wide range of professional experience to their role. Governors have an accurate view of the school’s strengths and weaknesses, both in provision and in outcomes. They routinely come into school to find out for themselves the quality of teaching and the outcomes for pupils. Governors use the school’s plans for improvement to hold leaders to account robustly.” Ofsted October 2016
Other key strengths focus on how gaps in attainment are identified and then closed for all pupils:
“Teachers and teaching assistants are proficient at identifying any pupils who may need extra support and helping them to make better progress. The school is very effective at using the additional money it receives from the government to support disadvantaged pupils. As a result, these pupils make good progress and there is no difference between their progress and that of other pupils.” Ofsted October 2016
Leadership was also identified as a clear strength in the school:
“The headteacher has established a very caring culture for these pupils, and all staff fully subscribe to it. Pupils have total confidence in adults to deal with any issues that arise either in class or in the playground. The school is rigorous in its recording of all incidents and concerns, and the school’s leaders are constantly striving to seek ways to support individual pupils.” Ofsted October 2016
Two further Ofsted Inspections have taken place at the school in May 2022 and April 2024
You can read these latest inspection reports via these links:
Hartsbourne Ofsted Report May 2022
Hartsbourne Ofsted Report April 2024
In April 2024 the school was described as providing all pupils with a well-rounded education. They stated that adults are ambitious for them and that pupils achieve well, especially in mathematics and reading. They also noted that the pupils enjoy a multitude of experiences that support their well-being, expand their horizons and teach them new talents and skills, making the most of the school’s extensive outdoor environment.
Classrooms were seen as calm learning spaces with pupils behaving well in all areas of the school due to consistently high expectations from adults, clear boundaries and well established routines. Strong relationships were evidenced as being at the heart of the school with warm, trusting bonds between children and adults, and with each other, being formed from the start of the journey through the school and growing as pupils moved through the school.
Leadership at all levels was noted as a strength with senior leaders seen as being highly reflective and having a shared vision and clear understanding of the school’s priorities for continued improvement. Inspectors also saw that Governors and trustees had strengthened the systems for understanding and checking the school’s work.
Over the last two years outstanding staff have been recruited to the Trust and, together with existing outstanding staff, professionally developed along with all colleagues within the Trust.
Regular personalised staff training and collaborations are planned across the Bushey St James Trust to ensure the school improvement journey continues and the very best quality first teaching takes place in all classrooms.
Lead Practitioners, Specialist Leaders in Education and Advanced Lead Teachers lead Professional Learning Groups across the Trust to facilitate the ongoing sharing of best practice. Many of them showcase their practice locally, regionally and also in the national arena.
These staff include the following key leaders of learning:
Sara Ash – Head of Standards, Safeguarding and SEND
Sara is Head of Standards, Safeguarding and SEND across the Bushey St James Trust. Sara has over 25 years teaching experience in schools within Hertfordshire and North London, with a focus on the pastoral care of students. Sara joined Bushey Meads School as an Assistant Headteacher in 2014, moving to Deputy Headteacher in 2017. Since September 2022, Sara has broadened her position across the Trust to provide strategic support in the three key areas of raising standards, safeguarding and supporting students with Special Educational Needs and Disabilities.
Greg Harper – Deputy Headteacher
Greg has been a qualified teacher for ten years, all of which have been spent in the employ of Hartsbourne Primary School. Having joined the school as an NQT, he was appointed subject leader for English in 2009, before being promoted to Assistant Head and SENCo in 2011 and finally Deputy Head in 2013. Greg currently leads English and Music in the school and has been at the forefront of establishing links with Bushey Meads and Little Reddings, as Hartsbourne prepared to join the Bushey St James Trust.
Sean Power – Assistant Headteacher
Sean began his career by working with children who had severe special needs, providing much needed outreach and support to their parents and carers. After fully qualifying as a teacher, he moved into mainstream teaching within a challenging London borough school. Within that school he was promoted to Science and Computing Coordinator and then a year later, head of year. Most recently, after moving to Little Reddings School where he qualified as a SENCo, he is now an Assistant Headteacher.
Kate Hoskins – Lead Practitioner i/c Initial Teacher Training
Kate has over twenty years experience teaching in several schools in Hertfordshire. She started her career as an Art teacher and now teaches four subjects up to A-Level: Art, Graphics, Photography and Media. When Kate joined Bushey Meads she was promoted to Deputy Head of Sixth Form, a post she held for over ten years. During this time she led a team of tutors, and was responsible for the academic and pastoral well being of the sixth form students. Kate is a passionate Art teacher and believes that every student should be given the ability to express themselves and be guided. She encourages students and other staff members to achieve their best standard without fear of failure as it can lead to self discovery and personal well-being. Kate has been a mentor to newly qualified and student teachers and her lessons are often observed by other teachers in the school. Kate regularly contributes to CPD by running workshops and presenting to whole school INSET and Trust conferences.
Niralee Pattni – Senior Advanced Lead Teacher
Niralee began her teaching career in 2015 at Bushey Meads as a Design & Technology NQT. She has taught across KS3, 4 and 5 in a range of disciplines, including food and nutrition and product design, while specialising in textiles.
During her time at Bushey Meads, Niralee has fulfilled the role of KS3 leader for D&T, and has presented strategies to NQT’s across the Herts & Bucks consortium as well as at BMS inset days, on topics such as stretch and challenge and marking and feedback.
She progressed into a Head of House role and has most recently been appointed Advanced Lead Teacher, working as part of the Teaching and Learning team, to help deliver staff training across the school.
Niralee is passionate about D&T and believes that students can foster the same enthusiasm when they are presented with exciting opportunities.
Gary Johnson – English Teacher Key Stage 2-3 and Associate Leader
Gary Johnson has been teaching for nearly ten years, having mainly worked in the primary sector. He has previously worked for Hertfordshire Constabulary and British Transport Police. He was initially employed as a teaching assistant in his previous school and was inspired by the staff and students to join the teaching profession. Gary possesses extensive experience in both KS1 and KS2 and was responsible for planning and overseeing the SATs examinations. Furthermore, in his role as phase leader, he was responsible for the teaching and learning of KS2 in the school. Bushey Meads has provided him with the unique opportunity of teaching both KS2 and KS3. Gary adopts a creative approach in all aspects of his teaching and is passionate about utilising the environment and physical aids in order to create an educational environment whereby pupils can interact with resources to develop understanding of subjects and pertinent issues.
Charlotte Hewitt – D&T Teacher Key Stage 2-3
Charlotte teaches Design and Technology to students across a range of years at both primary and secondary level. Her broad knowledge of the subject and ability to tailor her lessons to a wide range of skill levels has allowed her to get the best out of students across all years of education.
Anna Hogg – BSJT Counsellor
Anna was appointed as the new School Counsellor across the Bushey St James’ Trust in June 2021, having trained in Cardiff and gained experience in working with young people in a variety of settings in the South East region. She offers weekly counselling and individual and group sessions with a therapeutic approach. Working closely with the pastoral teams across the three schools within the Trust she is delighted to be able to help all students across the BSJT reach their full potential and support them in becoming the best versions of themselves.
Keren Crespi – Languages Teacher Key Stage 2-3
Keren is an accomplished languages teacher with 15 years’ experience across private and state settings, teaching Spanish and French up to and including A level. She delivers compelling, interactive lessons with the key aim of engaging all students by creating a positive and productive climate for learning. Keren believes that each individual student should reach their full potential, and supports this through confidence building language exercises and meaningful and inclusive learning opportunities. Keren enjoys creating a sense of shared community as a basis for promoting the school ethos and encouraging learning and achieving together. Keren also mentors PGCE students, empowering & enabling them to develop their full potential and unique styles of teaching. Throughout her career, she has led and participated in many school trips abroad, helping further to increase pupil confidence in the classroom, and embed cultural aspects. Keren is currently teaching Key Stage 3 and is thrilled in addition to be teaching French to Years 5 and 6 at Hartsbourne and Little Reddings Primary Schools, ensuring a core knowledge and smooth transition in the future journey of our young people through languages, into secondary education. As a proud mother of 5, Keren also has a robust experiential understanding of children & young people as they progress through the school system.
Maria Fort – Music Teacher Key Stage 2-3
Maria has experience teaching from Nursery up to A Level. She started as a primary school Class Teacher but her passion to make high-quality music education accessible to all led her to become a Primary Music Specialist, where she worked in inner London schools. Now working as a Music Teacher across the Trust, Maria enjoys teaching students at Little Reddings, Hartsbourne and Bushey Meads. She is always looking for ways to form musical links across the Trust, such as leading the BSJT Choir.
Brandon Kwok – PE Teacher
Brandon began his education journey in 2018 as a Secondary Physical Education Teaching Assistant, a journey which has taken him across both England and East Asia. Brandon is experienced across Key Stage 1 to Key Stage 5 in Physical Education, having worked in various secondary schools and trained in primary schools as a PE Specialist. Since joining Bushey Meads School in September 2022, he has been given the opportunity to teach across both primary and secondary at both Bushey Meads and Little Reddings School, as well as provide learning support to pupils. Brandon hopes that pupils across both Bushey Meads and Little Reddings can benefit from Physical Education and hopes to provide the support that pupils need to become all round individuals.
Tamsin Giannone – Assistant Headteacher across the BSJT
Tamsin has been teaching across London and Hertfordshire for the past 17 years. She joined Little Reddings in 2015 as Assistant Headteacher. Tamsin’s main responsibilities have focussed on curriculum development and teaching and learning. Tamsin is part of the BSJT Teaching and Learning Team working with leaders across both Bushey Meads and Hartsbourne to develop cross-Trust CPD through conferences, workshops and collaborative training. More recently, Tamsin has been working with the teams at Bushey Meads to develop an enhanced reading and writing curriculum to support pupils with SEND. Throughout her career, Tamsin has been passionate about training and supporting teachers to get the most out of their time in the classroom.
Amy Druce – Lead Practitioner for English and Literacy
Amy has been teaching English in Inner London schools since 2005, and joins Bushey Meads as a Lead Practitioner for English. She has held a variety of posts including Head of English, Head of Literacy, and Head of Whole School Professional Learning. Dialogue is at the heart of Amy’s teaching practice. She uses talk in the classroom to make sure students are always ‘thinking hard’, and to empower young people to use their voices in order to thrive – in school, and beyond. She is committed to ongoing reflection of her own classroom craft, and is also passionate about developing others through coaching and feedback.