School etc

Buckingham Primary School

Buckingham Primary School
Foscott Way

phone: 01280 812864

headteacher: Mrs Rebecca Ellers

reveal email: off…


school holidays: via Buckinghamshire council

584 pupils aged 2—10y mixed gender
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 %

rooms to rent in Buckingham

Schools nearby

  1. 0.1 miles Page Hill Infant School MK181PN
  2. 0.4 miles Maids Moreton Church of England School MK181QA (61 pupils)
  3. 0.6 miles Buckingham County First School MK181EN
  4. 0.7 miles Grenville Combined School MK181AP (107 pupils)
  5. 0.7 miles Bourton Meadow School MK187HX
  6. 0.7 miles Chandos County Middle School MK181AP
  7. 0.7 miles Bourton Meadow Academy MK187HX (662 pupils)
  8. 0.7 miles Grenville Combined School MK181AP
  9. 0.8 miles Buckingham School MK181AT (1047 pupils)
  10. 0.9 miles Royal Latin School MK181AX
  11. 0.9 miles University of Buckingham MK181EG
  12. 0.9 miles Royal Latin School MK181AX (1274 pupils)
  13. 1.1 mile New Provision Buckinghamshire 17
  14. 1.2 mile St James and St John CofE Primary School MK185JE (131 pupils)
  15. 1.9 mile Akeley Wood Senior School MK185AE (647 pupils)
  16. 2 miles Saint James Church of England School, Akeley MK185HP
  17. 2.2 miles Roundwood Primary School MK184HY (169 pupils)
  18. 2.4 miles Stowe School MK185EH (759 pupils)
  19. 2.7 miles Thornborough Infant School MK182DF (37 pupils)
  20. 2.8 miles Padbury Church of England School MK182AP (49 pupils)
  21. 2.9 miles Charmandean School MK185AN
  22. 2.9 miles Akeley Wood Lower School MK185AN
  23. 2.9 miles The Charmandean Dyslexia Centre MK185AN
  24. 2.9 miles The Woodlands Education Trust Tutorial Centre MK184WE

List of schools in Buckingham

Buckingham Primary


Foscot Way, Page Hill, Buckingham, MK18 1TT

Inspection dates 5–6 March 2014
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
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
challenging questions.

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
    and lunchtime.
  • 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

Inspection team

John Taylor, Lead inspector Additional Inspector
Patricia Wright Additional Inspector
Peter Thrussell Additional Inspector

Full report

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.

Inspection judgements

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
    their work.
  • 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 Judgement Description
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.

School details

Unique reference number 110329
Local authority Buckinghamshire
Inspection number 432080

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 505
Appropriate authority The governing body
Chair Betsy Cook
Headteacher Becky Ellers
Date of previous school inspection 1 April 2009
Telephone number 01280 812864
Fax number 01280 812806
Email address reveal email: off…


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