School etc

Buxton Community School

Buxton Community School
College Road
Buxton
Derbyshire
SK179EA

01298 23122

Acting Headteacher: Ms Glenda Hunter

Website: www.buxton.derbyshire.sch.uk

School holidays for Buxton Community School via Derbyshire council

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1255 pupils aged 11—18y mixed gender
1331 pupils capacity: 94% full

635 boys 51%

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620 girls 49%

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Last updated: Sept. 12, 2014


Secondary — Voluntary Controlled School

URN
112970
Education phase
Secondary
Establishment type
Voluntary Controlled School
Establishment #
4510
OSGB coordinates
Easting: 405362, Northing: 372622
GPS coordinates
Latitude: 53.251, Longitude: -1.9211
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 14, 2013
Region › Const. › Ward
East Midlands › High Peak › Temple
Area
Urban > 10k - less sparse
Admissions policy
Comprehensive
Main specialism
Sports (Operational)
Extra
Applied Learning second specialism
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
13.40
Learning provider ref #
10001069

Rooms & flats to rent in Buxton

Schools nearby

  1. 0.3 miles Buxton Junior School SK179DR (189 pupils)
  2. 0.5 miles Burbage Primary School SK179AE (331 pupils)
  3. 0.5 miles Peaklands Preparatory School SK176SJ
  4. 0.5 miles Tor School SK176SJ
  5. 0.6 miles Buxton Infant School SK176QB (181 pupils)
  6. 0.7 miles Harpur Hill Primary School SK179LP (341 pupils)
  7. 0.9 miles St Thomas More Catholic School Buxton SK176AF (393 pupils)
  8. 1 mile St Anne's Catholic Primary School SK177AN (301 pupils)
  9. 1 mile John Duncan School (Special) SK176RL
  10. 1.1 mile Fairfield Infant and Nursery School SK177PQ (194 pupils)
  11. 1.2 mile Fairfield Endowed CofE (C) Junior School SK177NA (171 pupils)
  12. 1.3 mile High Peak College SK179JZ
  13. 2.9 miles Adventure Care Ltd SK170TJ
  14. 3.2 miles Peak Dale Primary School SK178AJ (75 pupils)
  15. 3.4 miles Care Today (Childrens Service) SK170SN
  16. 3.4 miles Old Sams Farm Independent School SK170SN (5 pupils)
  17. 3.5 miles The Meadows SK178DJ (4 pupils)
  18. 3.7 miles Combs Infant School SK239UZ (26 pupils)
  19. 3.7 miles Dove Holes CofE Primary School SK178BJ (81 pupils)
  20. 3.7 miles Flash CofE (C) Primary School SK170SW
  21. 3.8 miles Hollinsclough CofE (VA) Primary School SK170RH (53 pupils)
  22. 4.1 miles Earl Sterndale CofE Primary School SK170BS (26 pupils)
  23. 4.2 miles Turnaround SK170TB
  24. 4.7 miles Chapel-en-le-Frith High School SK230TQ (921 pupils)

List of schools in Buxton

Ofsted report transcript

School report

Buxton Community School

College Road, Buxton, SK17 9EA

Inspection dates 14–15 May 2013
Overall effectiveness This inspection: Good 2
Previous 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.

Students achieve well. They make good
Teaching is good overall, with some
Students feel safe. They behave well and
The school values each individual and offers a
progress and standards of attainment at the
end of Year 11 are above average.
Achievement in English is particularly good.
outstanding practice. Teachers have high
expectations of students and develop good
working relationships in the classroom.
work very well together.
wide range of subjects and activities that
appeal to all students’ interests and
ambitions.
The sixth form is good and students make
Senior leaders and governors are working
good progress on their AS and A-level courses.
They are given good-quality advice, support
and guidance which help them to make well-
informed decisions about future employment,
education and training.
successfully to drive improvements in teaching
and learning, and standards are rising.

It is not yet an outstanding school because

Sometimes students’ progress slows because
The best practice in teaching is not fully
they are not always given enough
opportunities to learn without the help of the
teacher.
shared across the school, with the result that
the progress students make in different
lessons varies.
Pupils do not always have enough
opportunities to respond to teachers’ written
and verbal comments and so they do not make
as much progress as they could.
Inspection report: Buxton Community School, 14–15 May 2013 2 of 9

Information about this inspection

  • Inspectors observed learning in 41 lessons taught by 40 teachers. Six of these observations were
    carried out jointly with members of the school’s leadership team. Inspectors also carried out a
    series of shorter visits to lessons.
  • Meetings were held with staff, groups of students, a representative of the local authority, and
    two members of the governing body.
  • Inspectors took account of the 86 responses to the online questionnaire (Parent View).
    Responses to questionnaires completed by 102 staff were also analysed and considered
  • Inspectors scrutinised a range of documentation, including national published assessment data
    and the school’s own data, the school’s self-evaluation, improvement plans, safeguarding
    policies, behaviour policies and records and documents relating to setting targets for teachers to
    improve their work.

Inspection team

Matthew Spoors, Lead inspector Additional Inspector
Keith Brown Additional Inspector
Philip Drabble Additional Inspector
Jillian Fury Additional Inspector
Charlotte Evers Additional Inspector
Inspection report: Buxton Community School, 14–15 May 2013 3 of 9

Full report

Information about this school

  • Buxton Community School is larger than the average–sized school.
  • The great majority of students are of White British heritage and very few speak English as an
    additional language.
  • The proportion of students receiving extra support through school action is average. The
    proportion supported at school action plus or with a statement of special educational needs is
    below average.
  • The proportion of students known to be eligible for support through the pupil premium is below
    average. This is additional support for looked-after children and students known to be eligible for
    free school meals.
  • The school meets the government’s current floor standards for secondary schools, which set the
    minimum expectations for students’ attainment and progress.
  • No students are taught in alternative provision away from the school site.

What does the school need to do to improve further?

  • Build on the strengths of teaching, so that more is outstanding, by:
    broadening the range of strategies to promote students’ active and independent learning
    ensuring that more opportunities are provided for students to have a dialogue with teachers
    about how to improve their work and are given time to act upon comments made in teachers’
    marking
    sharing the best practice more widely across the school.
Inspection report: Buxton Community School, 14–15 May 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • Students join the school with attainment that is broadly average. They make good progress, and
    results at GCSE have been above national averages since the previous inspection.
  • Standards in GCSE English and several other subjects, such as geography and history, are
    particularly strong. Reading and writing are promoted well across the school including through
    the use of materials which support both children and their parents in developing reading and
    spelling skills together. The school also uses a wide range of teaching activities to ensure high
    standards of punctuation, spelling and grammar.
  • Last year, there was a dip in GCSE mathematics and science results but the school has put in
    place a variety of engaging and challenging classroom activities, and supported students with
    extra well-focused lessons, to ensure that they are on track to make improved progress in these
    subjects. Carefully selected students have been entered early for GCSE mathematics and have
    achieved well. Early entry has also raised these students’ self-esteem and their belief that they
    can succeed.
  • Year 7 students eligible for additional support in reading from the government’s catch-up
    premium are being well supported through targeted provision, including one-to-one tuition. As a
    result, they are making good progress in improving their reading skills.
  • Students supported by pupil premium funding at the school are making better progress because
    the money is spent effectively on extra staffing, educational resources and carefully targeted
    support. Consequently, the one GCSE grade gap in English and mathematics between these
    students and their classmates in 2012 is now closing quickly.
  • Disabled students and those who have special educational needs make similar progress to other
    students because staff have identified students’ individual needs early and arranged the right
    additional help. Teachers and teaching assistants support students well, providing challenge and
    encouragement and helping them with subject-specific vocabulary.
  • From their different starting points, students make good progress in the school’s sixth form.
    Results at AS, A level and in BTEC and other vocational qualifications enable the majority of
    students to go on to their first choice further education, training or employment.
The quality of teaching is good
  • Teaching is rarely less than good and, at times, it is outstanding. Lesson observations, the
    school’s robust monitoring data and scrutiny of students’ work show that teaching is improving.
    Teaching enables students to achieve well over time.
  • There is some outstanding practice in a wide range of subjects but this not being shared widely
    enough across the school to raise the overall quality of teaching still further.
  • Most teaching has good pace and involves varied tasks. Teachers have high expectations of
    what students can achieve and develop a climate for learning which makes lessons enjoyable. A
    Year 12 student said, ‘Teachers are really helpful and I’ve enjoyed our lessons.’ On a few
    occasions, however, teachers do not include opportunities for students to learn actively and
    independently, and so the pace of learning slows.
Inspection report: Buxton Community School, 14–15 May 2013 5 of 9

Teachers have good subject knowledge and make regular use of well-focused lesson objectives.

Teachers and other adults in classrooms support students well so that the majority make good
progress. Work is carefully modified for disabled students and those who have special

educational needs.

Positive and supportive relationships between staff and students are well established so that

most students develop into confident learners. In a high-quality Year 9 physical education
lesson, for example, students progressed exceptionally well in both developing their skills of
striking and catching, and explaining why and how the techniques were important in the

context of a game of rounders.

  • Teachers generally mark and assess students’ work regularly. However, occasionally, teachers
    do not give constructive feedback and discuss ideas for improvement with students and provide
    them with further opportunities to improve their work.
  • Teaching in the sixth form is good and the use of assessment provides teachers with a clear
    picture of students’ progress and helps teachers to plan appropriate activities. Class sizes are
    generally small, which ensures that all students have opportunities to work closely with their
    teachers to achieve their best.
The behaviour and safety of pupils are good
  • The vast majority of students enjoy learning and work hard. Behaviour is good. The large
    majority of parents and carers agree that their children are safe and happy in school and are
    positive about behaviour in the school.
  • The school is calm and orderly. Most students enjoy coming to school and feel that there have
    been improvements in the way students behave.
  • The system of rewards and sanctions is well understood by all students and they are encouraged
    to take responsibility for their actions. The school’s ‘inter-form-challenge’ and ‘golden ticket’
    awards, linked to the merit system, have been particularly effective in encouraging students to
    focus on their studies and to behave well.
  • The school is successfully using strong links with parents to improve attendance rates over time
    and has reduced the number of permanent exclusions. Attendance is now average and exclusion
    rates are below average.
  • Students say that they feel very safe in school. The school makes sure that students are well
    aware of different types of bullying and they do not feel that bullying is an issue at the school.
  • The school has a structured programme of activities in tutor time, personal, social and health
    education and assemblies, during which students are taught how to keep themselves safe. Most
    recently, pupils took part in a Crime and Safety Awareness Day with a crime prevention charity.
    This reinforced their understanding of social responsibilities and staying safe in the community.
  • Sixth form students receive well-targeted information, support and guidance. They contribute
    well to the life of the school; for example, on the sixth form committee, as sports leaders, or as
    mentors to younger students.
Inspection report: Buxton Community School, 14–15 May 2013 6 of 9
The leadership and management are good
  • The headteacher knows her school well and has brought about improvements since the last
    inspection. School improvement planning is rigorous and linked to effective action planning and
    subject to accurate and regular checks by governors and senior leaders.
  • Arrangements for the management of teachers’ performance are well organised. There are
    effective links between pay and progression through the salary levels. Teachers are held
    accountable for the progress of their students.
  • There is a commitment to training and professional development for teachers and this is linked
    to the school’s quality assurance systems and improvement planning. Teachers are given a high
    degree of personal responsibility to develop their own practice. The school is now in a strong
    position to spread the best practice in teaching more widely across departments.
  • The range of subjects taught is broad and balanced and meets students’ needs at GCSE, AS and
    A level. There are also a number of work-related options available, which encourage greater
    student engagement.
  • The school provides a wide range of opportunities for students’ spiritual, moral, social and
    cultural development. Recently, for example, 10 students were selected to work at the London
    2012 Paralympic Games as volunteers in the athletics arena.
  • The school has procedures and practice that make sure staff and students are safe. The levels of
    care and support for all students are key strengths of the school’s practice. Discrimination of any
    kind is not tolerated.
  • The local authority provides a light-touch level of support to this good school.
  • The governance of the school:

– The governing body is rigorously holding the school to account and has a good understanding

of students’ attainment and progress. Governors know about the quality of teaching and how

the school rewards good teaching and tackles any underperformance. Governors make sure
that legal requirements are fully met, including for ensuring students’ safeguarding. They make

regular visits to the school, monitor the school’s work and track the impact of new initiatives.

The governing body ensures that the use of additional funds from the pupil premium improves
the achievement of the students entitled to it.

Inspection report: Buxton Community School, 14–15 May 2013 7 of 9

What inspection judgements mean

School

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
improvement
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.

Inspection report: Buxton Community School, 14–15 May 2013 8 of 9

School details

Unique reference number 112970
Local authority Derbyshire
Inspection number 412868

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

Type of school Secondary
School category Community
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1295
Of which, number on roll in sixth form 217
Appropriate authority The governing body
Chair Roger Horne
Headteacher Deb Hill
Date of previous school inspection 13 January 2010
Telephone number 01298 23122
Fax number 01298 27578
Email address headteacher@buxton.derbyshire.sch.uk

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