Buckland Primary School
Head Teacher: Mrs Karim Mould
School holidays for Buckland Primary School via Surrey council
420 pupils capacity: 92% full
215 boys 56%
175 girls 45%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2007
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 505346, Northing: 170280
- GPS coordinates
- Latitude: 51.422, Longitude: -0.48631
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 29, 2013
- Region › Const. › Ward
- South East › Spelthorne › Staines South
- Urban > 10k - less sparse
- Free school meals %
- Buckland Junior School TW181NB
- Buckland Infant School TW181NB
- 0.3 miles The Matthew Arnold School TW181PF
- 0.3 miles The Matthew Arnold School TW181PF (922 pupils)
- 0.8 miles Kingscroft Junior School TW182EF
- 0.8 miles Our Lady of the Rosary RC Primary School TW182EF (213 pupils)
- 0.8 miles Laleham CofE VA Primary School TW181SB (420 pupils)
- 0.8 miles Staines Preparatory School TW182BT (377 pupils)
- 0.9 miles Staines Tuition Centre TW184NN
- 0.9 miles Riverbridge Primary School TW181AJ (607 pupils)
- 0.9 miles Leacroft School TW182EF
- 1.1 mile Ashford Park Primary School TW153HN (421 pupils)
- 1.2 mile Shortwood Infant School TW184HZ
- 1.2 mile The Laurels Preparatory School TW152QJ
- 1.3 mile Clarendon Primary School TW152HZ (240 pupils)
- 1.3 mile St Michael Catholic Primary School TW152DG (431 pupils)
- 1.3 mile Spelthorne College TW152XD
- 1.4 mile St James Senior Boys' School TW153DZ (359 pupils)
- 1.4 mile Fordway Centre TW153DU (12 pupils)
- 1.4 mile Thomas Knyvett College TW153DU
- 1.4 mile St David's School TW153DZ
- 1.4 mile Thomas Knyvett College TW153DU (510 pupils)
- 1.5 mile Littleton CofE Infant School TW170QE (89 pupils)
- 1.6 mile Ashford CofE Primary School TW152BW (413 pupils)
Ofsted report transcript
Buckland Primary School
Berryscroft Lane, Staines, TW18 1NB
|Inspection dates||29–30 January 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher, senior leaders and |
Standards have risen steadily and are above
Teachers plan lessons carefully and there is
governors have worked relentlessly since the
previous inspection to improve all aspects of
school life, creating a purposeful working
environment in which pupils achieve well.
the national average at the end of Year 6.
This is because senior leaders have made
teachers more accountable for pupils’
achievement and progress, especially in
regular helpful marking that clearly sets out
what pupils need to do next.
| Disabled pupils and those with special |
Pupils enjoy coming to school and are keen
Pupils get off to a good start in the Reception
educational needs make good progress
because the extra support they receive is
carefully matched to their needs.
and enthusiastic learners. They are polite and
friendly to each other and adults.
classes because the provision is stimulating
| The proportion of outstanding teaching is not |
Achievement in mathematics is not as high as
high enough to ensure that all pupils make
that in English because the more able pupils
are not always given work that is difficult
enough for them.
| Some teachers do not regularly give enough |
Less experienced leaders are still developing
time for pupils to respond to the marking
comments and so improve their work.
their skills in checking the quality of pupils’
Information about this inspection
- Inspectors observed 16 lessons or part lessons, the majority being observed with the
headteacher or assistant headteacher. They also conducted short visits to classrooms to look at
pupils’ work, observed support sessions for small groups of pupils, listened to pupils read and
observed pupils in the playground.
- Inspectors also observed assemblies, and a special musical workshop to celebrate Chinese New
- Inspectors held meetings with the headteacher, senior leaders responsible for English,
mathematics and special educational needs, members of the governing body and a
representative from the local authority.
- Inspectors spoke to pupils from the school council and informally to pupils in the playground.
- Inspectors took into account the 43 responses to the on-line Parent View questionnaire and
reviewed comments from the 118 responses to the school’s own recent questionnaire. They also
took account of the 31 views of staff.
|Penny Spencer, Lead inspector||Additional Inspector|
|Bill James||Additional Inspector|
|Ken Bryan||Additional Inspector|
In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of
the opinion that the school no longer requires significant improvement.
Information about this school
- The school is larger than the average-sized primary school.
- The proportion of pupils known to be eligible for support through the pupil premium (additional
funds made available to schools by the government to support pupils in receipt of free school
meals, in the care of the local authority or whose parents are serving in the armed forces) is
- Most pupils are of White British heritage and the proportion of pupils who speak English as an
additional language is much lower than average.
- The proportion of disabled pupils and those with special educational needs who are supported at
school action, school action plus or with a statement of special educational needs, is average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- There is a privately run nursery on site that was not part of this inspection.
- There is no alternative provision linked to the school.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and raise achievement further, by:
making sure the level of challenge in mathematics for all pupils, but especially the more able,
consistently matches that seen in English
sharing the excellent teaching seen in some year groups more consistently with all staff,
especially those new to the school
making sure that all teachers plan sufficient time for pupils to respond to marking.
- Develop the skills of new leaders in checking the quality of pupils’ learning and progress.
|The achievement of pupils||is good|
- Pupils enter the Reception classes with skills and understanding that are generally below those
expected for their age, especially in social and communication skills. They make good progress
and the proportion of pupils that reaches standards in line with, or above, the average by the
end of the Reception year has risen steadily. This was observed during a learning session where
pupils were working independently. They were seen copying inspectors by writing their own
observation notes and using good skills in phonics (linking letters to the sounds they make).
- All pupils make good progress in English as they continue to move through the school. Standards
in reading and writing at the end of Year 2 and Year 6 have risen steadily and are above
average. Standards in mathematics at the end of Year 2 are not as high and were below average
in 2012. Pupils catch up by the end of Year 6 to reach standards in mathematics that are broadly
in line with the national average.
- Progress and attainment of current learners show continued improvements in reading, writing
and mathematics. The number of pupils at the expected levels for their age by the end of Year 2
has risen compared to previous years. However, progress in mathematics in Years 3 to 6 is still
not as rapid as that in English, especially for the more able.
- The teaching of phonics is strong. The percentage of Year 1 pupils who met or exceeded the
standards set in the government’s phonics screening check was broadly in line with the national
- Pupils in Year 1 and Year 6 who read to inspectors were confident in using their phonic
knowledge to read unfamiliar words and were keen to talk about the books they had read
recently. Most pupils read regularly at home and parental involvement in the process is high.
- Disabled pupils, those with special educational needs and those who speak English as an
additional language make similar progress to their peers and standards are above the national
average for similar groups.
- Pupils eligible for support through the pupil premium funding also make good progress. The
average point score for this group at the end of Year 6 is above similar groups nationally. This is
due to the manner in which the school allocates this funding, and the high quality of support it
|The quality of teaching||is good|
- In the Reception classes the exciting range of activities and effective adult support mean that
children thoroughly enjoy their time in school. All staff have high expectations and children
respond accordingly. Children were observed playing extremely cooperatively in the ‘bike repair
shop’, making appointments by telephone and using a variety of tools to mend the bikes brought
in by ‘customers’. The adult supervising this play was adept at joining in at the right moment to
ensure the learning kept moving forward.
- The teaching of phonics is a strength and all teachers are skilled in using this knowledge to
support both reading and spelling.
- Teachers are effective in developing pupils’ understanding through the use of questioning and
there are frequent opportunities for pupils to collaborate with each other. This was observed in a
Year 1 religious education lesson about the parable of the Good Samaritan. After being able to
talk with their partners, pupils’ responses showed a mature understanding of how it might feel to
be ignored by people when you were hurt or upset.
- Teaching assistants work closely with the teacher in class and their support is carefully targeted
for maximum impact. They are well trained and run small group sessions in specific areas of
learning, which are successful in helping pupils catch up. As a result, disabled pupils and those
with special educational needs make good progress towards their targets. This is also the case
for pupils who speak English as an additional language who develop their language skills well
due to good quality support.
- Teachers plan work for different abilities and the level of challenge in English is high for all
groups. In mathematics this level of challenge is not as strong and in some classes the work set
for pupils, especially the most able, is too easy.
- Opportunities for pupils to practise their skills in literacy and mathematics across a range of
subjects are planned carefully. This was observed during a Year 4 history lesson where pupils
were developing their skills in taking notes whilst watching a video clip on the Tudors, as a
precursor to writing a comparison between the way of life of the Aztecs and Tudor explorers.
- Marking is frequent and detailed and follows a consistent pattern. However, in some classes,
pupils are not given sufficient time to respond to this feedback and so speed up their progress.
|The behaviour and safety of pupils||are good|
- All pupils have very positive attitudes to learning. They are keen to succeed and inspectors were
impressed with the concentration they gave to their work.
- Pupils are polite to adults and quick to respond to instructions. They play well with each other
and make good use of the spacious playground and equipment.
- Parents who responded to both the school’s own survey and Parent View were overwhelmingly
positive about the good behaviour at the school and in the school’s approach to any rare
occurrence of poor behaviour. This view was echoed by the staff and endorsed by the inspection
- Pupils who spoke to inspectors stated that pupils behaved well virtually all the time. They were
confident in the ability of teachers and support staff alike to sort out any problems or arguments
they might occasionally have with their friends.
- Pupils and parents agree that the school is a safe place to be. Bullying is almost non existent,
but is dealt with swiftly if it does occur. This view was backed up by the comprehensive records
kept by the school, showing few incidents over a number of years.
- Pupils have a sound knowledge of how to keep safe in a variety of situations, including when
using the internet. They said that recent sessions on how to keep safe on the roads when riding
their bicycles were ‘really helpful’.
- Pupils enjoy taking on responsibility as ‘eco warriors’ and members of the school council, as well
as representing the school in sports teams and choirs. They take their roles seriously and are
eager to talk about their experiences.
- Attendance has improved steadily since the last inspection and is now consistently in line with
|The leadership and management||are good|
- The school is led by a strong and determined team supported ably by governors and the local
authority. The school has made particularly good progress in tackling the areas for development
identified at the last inspection. There is a strong capacity for improvement. As the headteacher
commented, ‘No stone is left unturned in our drive to keep on improving.’
- The school regularly checks on how well teachers are improving and career progression is now
firmly related to performance and pupil outcomes. Monitoring by less experienced leaders is
developing but does not always relate closely enough to the quality of pupil outcomes, often
focusing instead on the quality of procedures or policies.
- Excellent training opportunities have been provided by the local authority and the school is
increasingly using the expertise of its own staff to successfully support and mentor teachers,
especially those who are newly qualified. However, this approach is not yet consistent across the
- The curriculum provides pupils with a broad range of interesting experiences. The school makes
good use of its proximity to London and the River Thames to support the topics studied by the
pupils. There is a wide range of clubs and activities for all groups of pupils, including music,
sport, cookery and gardening. Activities are available to all, ensuring there is equality of
opportunity. No pupil is excluded from any aspect of school life.
- Pupil premium funding is used carefully to provide specific targeted support and to offer one-to-
one tuition to pupils in this group who may be falling behind. Careful monitoring of pupils who
receive support through this funding enables school leaders to quickly evaluate the impact on
- The local authority has provided excellent support, enabling the school to move forward to its
current successful position. It now offers an appropriately lighter touch.
- The governance of the school:
– Governors have a clear awareness of the school’s strengths and areas for development. They
have a good understanding of data and are aware of the performance of the school in relation
to that of others. They have developed their skills as a result of very effective training, both
from the local authority and senior leaders. Work with the National College has led to links
with other governing bodies to ensure current good practice is continually improved.
Governors work alongside the headteacher to set priorities and ensure action plans are precise
and easily monitored. They make sure the pupil premium is well spent and expect detailed
reports from the headteacher and various committees to enable them to make informed
decisions. Minutes of meetings show clear evidence of the challenge that governors provide to
the school, including that related to salary progression of staff and promotion. Safeguarding
procedures are sound and fully meet requirements. Governors are well placed to make sure
the school continues on its upward path to further success.
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||135237|
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||365|
|Appropriate authority||The governing body|
|Date of previous school inspection||October 2011|
|Telephone number||01784 455022|
|Fax number||01784 460351|