Buckingham Primary School
phone: 01280 812864
headteacher: Mrs Rebecca Ellers
540 pupils capacity: 108% full
290 boys 50%
295 girls 51%
Last updated: Oct. 3, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 470150, Northing: 234632
- GPS coordinates
- Latitude: 52.006, Longitude: -0.97946
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 5, 2014
- Region › Const. › Ward
- South East › Buckingham › Buckingham North
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles Page Hill Infant School MK181PN
- 0.4 miles Maids Moreton Church of England School MK181QA (61 pupils)
- 0.6 miles Buckingham County First School MK181EN
- 0.7 miles Grenville Combined School MK181AP (107 pupils)
- 0.7 miles Bourton Meadow School MK187HX
- 0.7 miles Chandos County Middle School MK181AP
- 0.7 miles Bourton Meadow Academy MK187HX (662 pupils)
- 0.7 miles Grenville Combined School MK181AP
- 0.8 miles Buckingham School MK181AT (1047 pupils)
- 0.9 miles Royal Latin School MK181AX
- 0.9 miles University of Buckingham MK181EG
- 0.9 miles Royal Latin School MK181AX (1274 pupils)
- 1.1 mile New Provision Buckinghamshire 17
- 1.2 mile St James and St John CofE Primary School MK185JE (131 pupils)
- 1.9 mile Akeley Wood Senior School MK185AE (647 pupils)
- 2 miles Saint James Church of England School, Akeley MK185HP
- 2.2 miles Roundwood Primary School MK184HY (169 pupils)
- 2.4 miles Stowe School MK185EH (759 pupils)
- 2.7 miles Thornborough Infant School MK182DF (37 pupils)
- 2.8 miles Padbury Church of England School MK182AP (49 pupils)
- 2.9 miles Charmandean School MK185AN
- 2.9 miles Akeley Wood Lower School MK185AN
- 2.9 miles The Charmandean Dyslexia Centre MK185AN
- 2.9 miles The Woodlands Education Trust Tutorial Centre MK184WE
Foscot Way, Page Hill, Buckingham, MK18 1TT
|Inspection dates||5–6 March 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Pupils continually make rapid progress due to |
Disabled pupils or those with special
Marking is exemplary. The pupils act on the
The leadership of the school is strong.
the outstanding teaching. Their progress in all
subjects has been consistently well above the
national average for the last three years.
educational needs make progress which is at
least as good as that of the other pupils.
advice given by the teachers, focusing on
their targets to improve their work.
Leaders at all levels are well able to maintain
the school’s high standards. This is based on
their accurate assessment of the school’s
strengths and the areas that need
development. They have worked with other
schools to improve the quality of teaching.
| The outstanding quality of teaching is due to |
Safety is very good; pupils are extremely well
Pupils’ behaviour is exemplary, in their
The governing body fulfils its role extremely
the school leaders’ ability to accurately observe
lessons and tell teachers how to improve.
aware of how to keep safe.
classrooms and around the school. They work
well together and have a good attitude to
well. Governors are very knowledgeable about
the pupils’ progress and the quality of
teaching. They are not afraid to ask
Information about this inspection
- The inspectors observed 27 lessons and three part-lessons. Seven lessons were observed jointly
with the headteacher or deputy headteacher. The inspection included observations of playtime
- The inspectors looked at pupils’ work and heard some pupils read.
- Meetings were held with pupils, the Chair and three other members of the Governing Body and
other members of staff with specific responsibilities. A telephone conversation was held with a
representative from the local authority.
- The inspectors took account of the 107 responses to the online questionnaire, Parent View, and
two letters received from parents as well as the 51 responses to the staff questionnaire.
- The inspectors observed the school’s work and looked at a number of documents, including the
school’s information on pupils’ progress, planning and monitoring documentation, and records
relating to pupils’ behaviour, attendance, safeguarding and the performance management of
|John Taylor, Lead inspector||Additional Inspector|
|Patricia Wright||Additional Inspector|
|Peter Thrussell||Additional Inspector|
Information about this school
- This is a much larger than average sized primary school.
- Children in the Early Years Foundation Stage and Key Stage 1 are taught in two classes. In Year
3, pupils who have attended a separate infant school join this school. In Key Stage 2, pupils are
taught in three classes in each year. For mathematics pupils are taught in four classes in each
year group when they are in Years 5 and 6.
- Almost all pupils are of White British heritage.
- The proportion of disabled pupils and those with special educational needs supported through
school action is below average. The proportion supported at school action plus or with a
statement of special educational needs is below average.
- The proportion of pupils known to be eligible for the pupil premium, which is additional funding
for looked after children, pupils known to be eligible for free school meals and children from
service families, is low.
- The new headteacher took up her role in January 2014.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- There is a nursery joined to the school, which will be inspected separately.
What does the school need to do to improve further?
- Further enhance the curriculum so that the pupils gain an even greater passion for learning in
and out of school.
|The achievement of pupils||is outstanding|
- Pupils achieve extremely well throughout the school. Their work shows they make rapid
progress. By the time they leave the school, they are very well prepared for their secondary
school. The school is aware of where the pupils’ progress is slightly less strong, and has taken
actions to address this.
- Disabled pupils and those with special educational needs do as well as other pupils. This is
because of the good support they are given and the accurate and detailed checks on their
- Boys and girls achieve equally well in English and mathematics.
- The more able pupils make good progress and attain high standards, especially in mathematics
and writing, due to the appropriately challenging work they are given and their excellent
attitudes to learning.
- The school has a strong commitment to promoting equality of opportunity and the staff work
hard to ensure all groups do as well as they can. Last year, pupils who benefited from pupil
premium funding were about six months behind in English and mathematics at the end of Year
6. Inspection evidence and the school’s records show that the very good work the school is
doing is rapidly closing the learning gap between these pupils and their classmates.
- The school has a robust system for tracking pupils’ progress. It uses the information to
effectively target support at pupils who are in danger of falling behind. The senior leaders also
use this information to tackle any slight inconsistencies in pupils’ progress in different years or
- In the Reception classes, children’s progress has improved over the last three years and is
outstanding. They are very well prepared for their learning in Year 1.
- Children in the Reception classes quickly gain the basic reading skills because of the outstanding
quality of the teaching of phonics (letters and the sounds they make). As a result, a higher
proportion of pupils than the national average reached or exceeded the expected level of
attainment in the phonics screening check at the end of Year 1. Virtually all Key Stage 2 pupils
show enjoyment in reading a wide range of books for pleasure.
- Parents and staff rightly have a very positive view of how well the pupils learn in the school.
|The quality of teaching||is outstanding|
- Learning over time, for pupils of different abilities, is consistently outstanding because teachers
plan lessons thoroughly and make sure that the work provides the correct level of challenge.
- Pupils understand the work and make rapid progress because teachers adapt their lessons to
best suit the needs of the pupils. They are also very skilled at using questions to check individual
pupils’ understanding and guide their learning
- Pupils have pride in their work. It is neat and shows that their knowledge and understanding of
the subjects deepen quickly and securely. They are aware of their current standard of work.
They know their targets and how to achieve a higher standard.
- The marking of pupils’ work is of a very high quality. Teachers clearly indicate how work can be
improved and what the pupils should do next to progress their learning. Pupils act on this
advice. They have frequent opportunities to reflect on and check their own work. Teachers
monitor the accuracy, checking that pupils have a good understanding of how they can improve
- Teaching assistants are highly skilled and used well in supporting pupils of all abilities. They
ensure pupils understand what they are meant to be doing. They guide and challenge pupils in a
constructive way so they learn well.
- Teachers and other adults have worked hard to create a calm and purposeful atmosphere in
which the pupils feel comfortable and confident in their learning. They are prepared to ask for
help, when needed, and are very willing to help each other.
- Pupils enjoy the lessons and like learning. Rightly, parents have a very positive view of the high
quality of the teaching and learning.
- Teaching in the Reception classes is outstanding as adults intervene at appropriate times, with a
well-balanced variety of activities, to ensure the children’s learning moves on at a swift pace.
Phonics (letters and the sounds they make) is taught very well, with an appropriate level of work
which is not too hard or too easy for the children.
|The behaviour and safety of pupils||are outstanding|
- The school’s work to keep pupils safe and secure is outstanding. The pupils, staff and parents all
say they feel the school is a safe place and behaviour is well managed. Pupils have a good
knowledge of how to keep safe.
- Behaviour is outstanding; pupils have a very positive attitude which helps their learning. They
work well together in groups and pairs and move swiftly from one activity to another, showing
their enjoyment of learning.
- Incidents of inappropriate behaviour are very rare, and senior leaders are well informed of any
occurrences. Pupils are aware of the sanctions and they are confident that any poor behaviour
will be effectively sorted out.
- Pupils have a good knowledge of the different types of bullying; they know how to deal with it
themselves if the situation arises, by a set of actions known as the ‘de-bug’ system. On the very
rare occasions that bullying occurs, they are confident that it will be effectively dealt with by the
- Around the school and in the playground, pupils are very courteous and considerate to other
pupils and adults.
- The support for vulnerable pupils is good; their progress is carefully monitored and this enables
them to make good progress.
- There have been no exclusions in recent years. Attendance has been consistently high and the
pupils are punctual.
- In the Reception classes, children cooperate and interact well with each other and adults. The
children’s attitudes are very positive and they participate enthusiastically in the different
- The vast majority of parents and all staff who completed the questionnaire said behaviour was
|The leadership and management||are outstanding|
- The recently appointed headteacher has taken over the role with minimal disruption. Pupils,
parents and staff are extremely supportive and welcome the changes being smoothly introduced.
- The well-focused school improvement plan, based on accurate self-evaluation, is being further
improved by the headteacher to ensure the changes and impact happen more quickly.
- Continued maintenance of high standards and achievement shows the school leaders have a
strong capacity to improve. The consistent drive to maintain high standards of teaching is
shared by leaders at all levels. Middle leaders have been effective at improving the quality of
teaching where needed.
- The headteacher and other senior leaders check the quality of teaching extremely accurately.
They give clear and very useful feedback when telling teachers how to improve. The teachers
appreciate this and have found the advice very useful in helping them improve.
- The school places the promotion of equality of opportunity at the heart of all its work. There is
no discrimination. All teachers are held to account for pupils’ achievement and pupils’ progress is
checked at regular meetings. If any pupil is seen to underperform, extra help is quickly arranged
to help them catch up.
- There is a strong system for managing teachers’ performance. Setting targets for teachers to
improve their work has been clearly linked to pupils’ learning. There is very clear evidence that
underperformance has been tackled.
- The school’s curriculum is strong and supports outstanding achievement. However, the school
recognises that for pupils to gain an even greater passion for learning in and out of school, it is
time for some changes to be made. On the second day of the inspection, inspectors saw the
whole school focusing on ‘World Book Day’. Staff and children dressed as characters from their
favourite books, the learning was focused on literacy, and a range of activities were highly
effective in increasing the pupils’ awareness of the enjoyment gained from reading.
- The primary school sport funding is used well to hire specialist sports coaches and provide
equipment and opportunities for more pupils to participate in competitive games. This has
clearly increased the number of pupils taking part in sports activities and has increased the
health and well-being of the pupils.
- The local authority provides ‘light touch’ support for this school. It has checked the school’s
performance in recent years. The school has bought in additional support from the local
authority where it has seen fit.
- The strong partnerships with other local schools have been used effectively to develop individual
teachers and improve the quality of teaching throughout the school.
- The leadership of the Early Years Foundation Stage is outstanding. Strong systems to establish
the children’s starting points and next steps in their learning for all children result in them
making rapid progress. The leaders are aware of the different groups of children and work
closely with parents and outside agencies to increase the proportion of children working at levels
appropriate to or above their age.
- The governance of the school:
Governance is very strong. Governors have a very accurate knowledge of the school’s
strengths and areas needed for development. Governors have a good knowledge of the quality
of teaching and how underperformance has been tackled. They visit the school to ensure they
maintain an accurate picture. They are aware of the assessment information and challenge the
headteacher to drive improvements. They receive regular reports on the progress made on the
school development plan. They are aware of how the pupil premium money is spent, and are
closely monitoring its impact. They know that teachers’ performance is linked to pay.
Governors receive appropriate training from a variety of sources. They rigorously and
frequently check the school’s finances. They have ensured safeguarding meets statutory
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||110329|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||505|
|Appropriate authority||The governing body|
|Date of previous school inspection||1 April 2009|
|Telephone number||01280 812864|
|Fax number||01280 812806|