School etc

Bucknall Primary School

Bucknall Primary School
Main Street
Woodhall Spa

phone: 01526 388233

headteacher: Mrs Alison Simmons

reveal email: sch…


school holidays: via Lincolnshire council

37 pupils aged 4—10y mixed gender
56 pupils capacity: 66% full

15 boys 41%


20 girls 54%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 517273, Northing: 368762
GPS coordinates
Latitude: 53.203, Longitude: -0.24572
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 28, 2012
Region › Const. › Ward
East Midlands › Louth and Horncastle › Roughton
Village - less sparse
Free school meals %

rooms to rent in Woodhall Spa

Schools nearby

  1. 3 miles The Bardney Church of England and Methodist Primary School LN35XJ (123 pupils)
  2. 3.6 miles St Andrew's CofE Primary School LN106RQ
  3. 3.6 miles St Andrew's CofE Primary School LN106RQ (271 pupils)
  4. 3.9 miles St Hughs School LN106TQ (182 pupils)
  5. 4.6 miles Baumber Primary School LN95ND
  6. 5.1 miles Queen Elizabeth's Grammar School, Horncastle LN95AD
  7. 5.1 miles Queen Elizabeth's Grammar School, Horncastle LN95AD (801 pupils)
  8. 5.6 miles The Banovallum School, Horncastle LN96DA (626 pupils)
  9. 5.7 miles Horncastle Community Primary School LN95EH (578 pupils)
  10. 5.7 miles The Horncastle St Lawrence School LN95EJ (139 pupils)
  11. 5.7 miles Horncastle College LN96BW
  12. 5.8 miles The Kirkby-on-Bain Church of England Primary School LN106YW (107 pupils)
  13. 6.3 miles Wragby Primary School LN85PJ (177 pupils)
  14. 6.3 miles Mrs Mary King's CofE (Controlled) Primary School LN43RB (98 pupils)
  15. 6.9 miles Tattershall Primary School LN44QZ (133 pupils)
  16. 7.1 miles Holy Trinity CofE Primary School LN44LD (106 pupils)
  17. 7.2 miles The Gartree Community School LN44PN (325 pupils)
  18. 7.2 miles The Barnes Wallis Academy LN44PN
  19. 7.4 miles Coningsby St Michael's Church of England Primary School LN44SJ (276 pupils)
  20. 7.5 miles The Potterhanworth Church of England Primary School LN42DT (114 pupils)
  21. 7.6 miles Nocton Community Primary School LN42BJ (48 pupils)
  22. 7.6 miles Dunston St Peter's Church of England Primary School LN42EH (93 pupils)
  23. 7.8 miles Fiskerton Church of England Primary School LN34HW (89 pupils)
  24. 8 miles The Metheringham Primary School LN43BX (238 pupils)

List of schools in Woodhall Spa

School report

Bucknall Primary School

Main Street, Bucknall, Woodhall Spa, LN10 5DT

Inspection dates 28–29 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Outstanding leadership from the headteacher
Staff work very well together to identify and
Standards are higher than they were and
and governors has ensured that the school
has improved considerably since its last
tackle weaknesses and, as a result, teaching
is good. Some teaching is outstanding.
pupils achieve well, whatever their starting
points. Some pupils make excellent progress
in reading and writing.
Teachers provide well for the mixed-age and
Pupils enjoy school very much, behave
Disabled pupils and those who have special
mixed-ability classes. They ensure that pupils
are given work that helps them to build
successfully on what they have learnt before.
impeccably and feel very safe. They
concentrate fully, work hard and are extremely
proud of their achievements.
educational needs achieve well because they
are very well supported.
Marking is not as effective in mathematics as

it is in English and pupils do not always have
enough opportunity to use their mathematical
skills in other subjects.
Fewer pupils reach the higher levels in
Occasionally, teachers’ planning focuses too
mathematics than they do in reading and
much on what pupils are expected to do,
rather than what they are expected to learn.

Information about this inspection

  • The inspector visited eight lessons, four of which were observed jointly with the headteacher.
  • He held discussions with pupils, the headteacher, teachers, two governors and a representative
    of the local authority.
  • The inspector examined a range of documents, including a summary of the school’s self-
    evaluation, the school improvement plan, and policies aimed at keeping pupils safe.
  • The views of 10 parents and carers were analysed through the Parent View website. The
    inspector also spoke informally to parents and carers to seek their views about the school.
  • The views expressed by eight staff who returned a questionnaire were considered.

Inspection team

Keith Williams, Lead inspector Additional Inspector

Full report

Information about this school

  • The school is much smaller than the average-sized primary school.
  • There are two classes, one of which contains Reception children and pupils in Key Stage 1, while
    the other has pupils from Key Stage 2.
  • Almost all pupils are from White British backgrounds and very few speak English as an additional
  • The proportion of disabled pupils and those who have special educational needs supported at
    school action plus, or have a statement of special educational needs, is above average. No pupils
    are supported at school action.
  • The proportion of pupils supported by the pupil premium, which is additional government
    funding for pupils known to be eligible for free school meals, children who are in care or whose
    parents serve in the armed forces, is well below average.
  • The school’s national test results cannot be compared to the government’s floor standard,
    because there are fewer than the minimum of 11 pupils required to make such a comparison

What does the school need to do to improve further?

  • Improve teaching and learning still further, particularly in mathematics, by:
    providing a more consistent challenge for more-able pupils
    ensuring that pupils know what they are expected to learn in each lesson
    ensuring that teachers plan lessons so that they are always able to set out clearly what pupils
    are expected to learn in each lesson
    increasing opportunities for pupils to use their mathematical skills in other subjects
    providing pupils with more precise information about how they can improve in mathematics.

Inspection judgements

The achievement of pupils is good
  • Children in Reception arrive with wide-ranging knowledge, skills and understanding. The
    proportion of more-able pupils, or those who find learning difficult, varies considerably from year
    to year. Whatever their starting points, children make good progress in all areas of learning.
    Most reach and some exceed the goals expected of them at the end of Reception. They benefit
    from learning alongside older classmates and from activities designed specifically for them.
  • Across the school, pupils achieve well. Progress has accelerated most quickly in English because
    of highly successful work by staff. As a result, attainment in reading and writing is above
    average. Last year, the proportion of Year 6 pupils making better than expected progress was
    much higher than that found nationally.
  • Pupils make an excellent start to learning to read because these skills are taught exceptionally
    well. Across the school, pupils read widely, both for pleasure and for information, and they use
    their writing skills very well in other subjects. Pupils’ well-developed computer skills are put to
    good use. They use hand-held tablet computers regularly, confidently and competently in a
    range of subjects.
  • Progress in mathematics is improving too, and is now good. The improvement is not as marked
    as in English and attainment in mathematics is a little lower than in reading and writing. Steps
    have been taken to increase the proportion of pupils reaching the higher levels in mathematics
    to match that in English, but it is too soon to see the full impact of recent initiatives.
  • Disabled pupils and those who have special educational needs achieve well. Teachers and
    support staff work very well together to ensure that they are able to play a full part in lessons.
    Pupils also benefit from regular sessions working closely with an adult, individually or in small
  • The few pupils supported by the pupil premium make good progress. Funding is used very well
    to ensure that they receive the support they need, particularly in respect of speech and
    language difficulties. As a result, these pupils achieve as well as their classmates.
The quality of teaching is good
  • Teaching is good or better in most lessons. The proportion of good or outstanding teaching has
    risen as a result of successful work to iron out inconsistencies and raise expectations. This has
    had a strong influence on raising standards and accelerating pupils’ progress.
  • Teachers usually ensure that pupils understand what they are expected to learn in lessons and
    share the criteria they will use to judge their success. Occasionally, this focuses on what pupils
    will do, rather than what they will learn. This makes it more difficult for teachers and pupils to
    assess how they have done.
  • Teachers have high expectations of pupils’ potential and their attitudes to learning. Much is
    expected of the younger members of each class, and they rise to the challenge. Typically, harder
    work is provided for more-able pupils, although opportunities to extend the challenge are
    sometimes missed in mathematics.
  • Reading and writing are taught very successfully. The teaching of early reading skills, in
    particular, is outstanding. This ensures that pupils make a fast start in learning to read and
    contributes to the above-average standards.
  • Steps to improve the teaching of mental mathematics are bearing fruit. Pupils enjoy the brisk,
    lively and regular sessions, and their confidence in calculating mentally is high. Opportunities for
    them to use their mathematical skills in other subjects are not as extensive as those for writing
    or using computers.
  • The new system of marking is clearly understood by pupils. In English, pupils are given detailed
    feedback on their learning and what they need to do to improve. This is contributing to the good
    and sometimes excellent progress made by pupils. Marking in mathematics, although accurate,
    is not so detailed. This limits pupils’ understanding of the next steps they need to take to
    improve their work in this subject. Pupils are increasingly given specific time to reflect and act
    upon teachers’ comments.
  • Teachers and teaching assistants work very well together to ensure that disabled pupils, those
    who have special educational needs and those supported by the pupil premium are able to learn
    well. A close check is made on pupils’ understanding and progress, and well-targeted additional
    help is provided when they need an extra boost.
The behaviour and safety of pupils are outstanding
  • Pupils’ excellent attitudes and behaviour have a very positive impact on their learning and
    progress. They are extremely proud of their school and thrive in its warm and friendly
  • Pupils of all backgrounds, ages and abilities are fully included in school life. All are given the
    opportunity to contribute to the school council and they respond very well to the extra
    responsibilities they are given. Pupils’ high levels of enjoyment are reflected in above-average
    attendance levels.
  • Pupils are extremely keen and interested in lessons, and are eager to do well. They listen
    attentively to their teachers and to each other. They concentrate fully and show great
    determination when they find the work difficult.
  • Relationships among pupils and with the adults are excellent. Pupils behave impeccably around
    the school and they are courteous and polite to others. As a result, lunchtimes and breaks are
    highly civilised social occasions. Pupils understand the school’s approach to rewarding and
    encouraging good behaviour. They say they appreciate the consistency with which staff deal
    with rare instances of misbehaviour.
  • Pupils say they feel safe, and their parents and carers agree. The school ensures that pupils
    understand how to stay safe in a variety of situations, including when using the internet. They
    play extremely safely and with a strong regard for each other’s safety.
  • Pupils have no concerns about bullying and say that they are confident that staff would deal with
    it swiftly should it arise. Older pupils in particular are very well informed about different types of
The leadership and management are outstanding
  • The school’s improvement is a direct result of excellent leadership. The headteacher leads by
    example, and staff are united in striving to achieve the best for pupils. As a result, standards are
    higher, attendance levels have risen, pupils make better progress, their behaviour has improved
    and teaching is now good.
  • Systems to check on and improve the quality of teaching and learning are extremely thorough. A
    very close check is made of teaching and learning in lessons and pupils’ progress over time.
    Areas for improvement are identified and tackled robustly. Leaders use the outcomes of their
    monitoring rigorously to hold staff accountable for pupils’ progress.
  • The local authority has provided good support to help improve teaching, learning and leadership.
  • Significant inroads have been made into tackling weaknesses in reading and writing and, as a
    result, these areas are now strengths. Work to improve mathematics is resulting in pupils
    making good progress, but some of the initiatives are too new to have had the full effect.
    Nevertheless, leaders know clearly what needs to be done to match the success in English and
    work on this is well underway.
  • Staff provide an interesting and exciting programme of lessons and extra activities. There is a
    strong emphasis on promoting pupils’ personal development, particularly their independence,
    and ensuring that they are very well placed for the next stage of their education. Pupils have a
    good understanding of a range of religions and cultures.
  • Parents and carers are very supportive of the school and are pleased with what it offers. Leaders
    ensure that parents are fully informed about their children’s learning and welfare. The regular
    text messages outlining pupils’ recent achievements, for example, are much appreciated by
  • The governance of the school:
    The governing body has made an excellent contribution to the school’s improvement.
    Governors have well-established and comprehensive systems to check on the school’s
    performance. They visit school regularly, meet with staff and pupils to find out their views and
    are very well informed about the school’s successes and priorities. A well-organised
    programme of training enables governors to keep up to date, and excellent use is made of the
    individual expertise of governing body members. They use their detailed knowledge of the
    school’s performance insightfully to seek explanation and clarification from leaders, hold them
    to account and secure good value for money. They work closely with the headteacher to
    ensure that weaknesses are being tackled successfully. Governors are fully involved in making
    decisions about spending including, for example, the funding for pupils supported by the pupil
    premium. They ensure that funds are used very well to provide extra support for these pupils,
    extending the skills of staff and securing equality of access to the school’s activities. As a
    result, these pupils achieve well. The school’s website provides detailed information about how
    the funding is spent. Very strong links are made between the performance of teachers and
    pupils, staff training and their salary. The governing body ensures that systems to keep pupils
    safe are robust, and they are checked thoroughly and regularly.

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 120443
Local authority Lincolnshire
Inspection number 401938

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 33
Appropriate authority The governing body
Chair Judi Smith
Headteacher Ian Randall
Date of previous school inspection 18 May 2010
Telephone number 01526 388233
Fax number 01526 388233
Email address reveal email: enqu…


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