School etc

Buxton Infant School

Buxton Infant School
Hardwick Square

01298 22499

Headteacher: Mrs Jude Boyd


School holidays for Buxton Infant School via Derbyshire council

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181 pupils aged 4—6y mixed gender
145 pupils capacity: 125% full

85 boys 47%


95 girls 52%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 406036, Northing: 373331
GPS coordinates
Latitude: 53.257, Longitude: -1.911
Accepting pupils
5—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 2, 2011
Region › Const. › Ward
East Midlands › High Peak › Buxton Central
Urban > 10k - less sparse
Free school meals %

Rooms & flats to rent in Buxton

Schools nearby

  1. 0.4 miles Buxton Junior School SK179DR (189 pupils)
  2. 0.4 miles St Thomas More Catholic School Buxton SK176AF (393 pupils)
  3. 0.5 miles Fairfield Infant and Nursery School SK177PQ (194 pupils)
  4. 0.5 miles St Anne's Catholic Primary School SK177AN (301 pupils)
  5. 0.5 miles Peaklands Preparatory School SK176SJ
  6. 0.5 miles Tor School SK176SJ
  7. 0.6 miles Buxton Community School SK179EA (1255 pupils)
  8. 0.6 miles John Duncan School (Special) SK176RL
  9. 0.7 miles Fairfield Endowed CofE (C) Junior School SK177NA (171 pupils)
  10. 0.9 miles Burbage Primary School SK179AE (331 pupils)
  11. 0.9 miles Harpur Hill Primary School SK179LP (341 pupils)
  12. 1.5 mile High Peak College SK179JZ
  13. 2.6 miles Peak Dale Primary School SK178AJ (75 pupils)
  14. 2.9 miles The Meadows SK178DJ (4 pupils)
  15. 3.1 miles Dove Holes CofE Primary School SK178BJ (81 pupils)
  16. 3.4 miles Combs Infant School SK239UZ (26 pupils)
  17. 3.5 miles Adventure Care Ltd SK170TJ
  18. 4 miles Care Today (Childrens Service) SK170SN
  19. 4 miles Old Sams Farm Independent School SK170SN (5 pupils)
  20. 4.2 miles Hollinsclough CofE (VA) Primary School SK170RH (53 pupils)
  21. 4.3 miles Earl Sterndale CofE Primary School SK170BS (26 pupils)
  22. 4.3 miles Chapel-en-le-Frith High School SK230TQ (921 pupils)
  23. 4.3 miles Flash CofE (C) Primary School SK170SW
  24. 4.5 miles Warmbrook Junior School SK230NL

List of schools in Buxton

Ofsted report transcript

Buxton Infant School

Inspection report

Unique Reference Number 112522
Local Authority Derbyshire
Inspect ion number 357121
Inspect ion dates 2–3 March 2011
Report ing inspector Steve Isherwood HMI

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

Type of school Infant
School category Community
Age range of pupils 4–7
Gender of pupils Mixed
Number of pupils on the school roll 146
Appropriate authority The governing body
Chair Richard Lower
Headteacher Jude Boyd
Date of prev ious school inspection 6 November 2007
School address Hardwick Square
Buxton, Derbyshire
SK17 6QB
Telephone number 01298 22499
Fax number 01298 22499
Email address
Age group 4–7
Inspect ion dates 2–3 March 2011
Inspect ion number 357121


This inspection was carried out by one of Her Majesty's Inspectors and one additional
inspector. The inspectors visited eight sessions and observed six teachers. They held
meetings with senior leaders, governors, staff, a group of pupils and the School
Improvement Partner. They observed the school's work and looked at a range of evidence
including: the school improvement plan, the tracking of pupils' progress, monitoring
reports, the school's documentation relating to safeguarding and the work pupils were
doing in their books. The inspectors also analysed 86 questionnaires returned by parents
and carers and took account of those completed by staff and some older pupils in Year 2.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • Whether all groups of pupils are making equally good or better progress from their
    starting points?
  • Whether the quality of pupils' learning and engagement in lessons are good enough
    to ensure sufficiently rapid progress?
  • How well does teaching and the use of assessment support the progress pupils
  • The extent to which leaders and managers have improved the school following the
    previous inspection?
  • How effective is the contribution that self-evaluation makes to the school's capacity
    to improve further?

Information about the school

This is a smaller than average size school. The vast majority of pupils are of White British
heritage with a small number from minority ethnic groups. The proportion of pupils known
to be eligible for free school meals is above average. A below average number of pupils
have been identified as having special educational needs and/or disabilities. The number
of pupils with a statement of special educational needs is above that found nationally.
The school shares its site with a privately run Nursery and childcare provision before and
after school. These settings did not form part of this inspection and are subject to
separate inspection arrangements by Ofsted.
The school had gained a number of awards including the Healthy Schools Standard, the
Artsmark Bronze Award, the Eco School Award, the International School Award and
Derbyshire's Anti-Bullying Commitment Award of Excellence.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1
The school's capacity for sustained improvement 1

Main findings

This is an outstanding school that has improved well since its previous inspection. Pupils'
achievements are excellent. They behave extremely well, have positive attitudes to their
work and are caring and considerate towards others. This is a school with a strong family
feel and a caring nurturing ethos, where every child is fully included in what is offered and
known as an individual. As a consequence, pupils clearly love their school. When asked to
express their views about how they see things, they found it very difficult to think of any
improvements they would like to see. There was clear agreement that they feel very safe
in school and strong praise for the excellent way that staff look after and care for them.
Parents and carers also hold the school in high regard and are unanimous in their praise.
'Our child has made exceptional progress in his time at the school.' 'The teachers are
caring and supportive.' 'The school succeeds in making learning exciting and challenging',
are typical of their views.

One of the most striking things about the school is the high quality of engagement

between home and school and the emphasis that the school places on support for
families. The school has gained an impressive reputation in the local community and there
are outstanding partnerships with local agencies and other professionals.
Pupils, including those with special educational needs and/or disabilities, make excellent
progress overall in their time at the school. By the time they leave in Year 2 their
attainment is significantly above the national average in all core areas. This represents
outstanding achievement considering their starting points. This is all made possible by an
excellent curriculum and consistently good teaching with elements of outstanding practice.
In the very best of lessons, the range of teaching styles allows pupils to flourish with a
variety of challenging and stimulating tasks that encourage pupils to think about how they
learn, direct their own activities and work independently. Where teaching is less strong on
occasions in mathematics, opportunities are missed for pupils to use and apply their skills
in practical situations and too many worksheets are used. In addition, senior leaders are
well aware that the quality of feedback to pupils on how to improve their work is not as
well developed in mathematics as it is in literacy.
The school is driven forward by outstanding leadership and management. Senior leaders
are very aware of the direction the school must take to sustain its progress. They keep a
close eye on performance and know the school exceptionally well. Considering the
advances made since its last inspection along with its other strengths, including rigorous
self- evaluation and searching analysis of pupils' progress, the school has excellent
capacity to improve further.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Ensure greater consistency in the teaching of mathematics by:
    increasing the opportunities for pupils to use and apply their knowledge in
    practical activities
    ensuring that teachers' marking provides good advice to pupils on how to
    improve their work
    providing more innovative ways of recording pupils' work by reducing the number
    of worksheets used.
Outcomes for individuals and groups of pupils 1

Pupils enter Year 1 in line with the levels expected for their age. They develop a love of
learning and are keen and enthusiastic in lessons. They are eager to succeed, apply
themselves well and settle very quickly into school routines. They behave extremely well
and, with high quality support from staff, they successfully acquire high levels of
confidence and self-help skills and are able to make their own decisions. They particularly
enjoy activities where they can use and apply their knowledge in practical situations. For
example, in a Year 2 lesson lower-ability pupils enjoyed investigating how they could
represent data in block graphs and pictograms and show their results in different ways.
Pupils' current work as well as the teacher assessments for 2010, together with the
school's own data, shows that pupils including those with special educational needs and/or
disabilities achieve outstandingly well and make excellent progress in their work. At the
end of Year 2 attainment in reading, writing and mathematics is consistently significantly
above the national average at the expected Level 2 and at the higher Level 3.
Pupils speak highly of staff and feel very safe and secure in school. They mature into
thoughtful and caring young people with clear values of honesty, respect and tolerance for
others. Their enjoyment of school is reflected in their excellent attendance. Their
punctuality has improved although a very small minority of parents and carers do not
support the school's efforts to ensure that all pupils arrive in good time at the beginning of
each day.
Pupils are confident their voice will be heard and that any problems will be swiftly
resolved. They are very keen to take on extra responsibilities such as looking after
younger ones and by their involvement in the active school council and eco committee.
They develop a keen social conscience and are acutely aware of the needs of others in
their own community and beyond through their regular charitable donations, by their
strong commitment to participating in local events and through the school's Comenius
project links with pupils in Germany and Finland.
Pupils have an excellent understanding of the importance of maintaining a healthy lifestyle
through regular exercise and a balanced diet. The 'lets get cooking club' for Year 2
children and gaining the Healthy Schools award confirm the school's strong commitment
to pupils' health and well-being.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their lea rning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 1
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behaviour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Pupils make outstanding progress in their work because of consistently good teaching.
Some of the practice is outstanding. A number of common strengths were seen. Teachers
have good subject knowledge and plan well. Assessment information is used extremely
well to plan the next steps in pupils' learning. Very good relationships exist between adults
and pupils which mean that pupils behave extremely well in lessons. Teaching assistants
provide an excellent layer of support, particularly for those that find learning difficult. New
skills build well on previous experiences. Teachers are skilled in developing pupils' thinking
through effective questioning that keep pupils on their toes. Staff know their pupils well
and have high expectations of them. When the planning and teaching are at their very
best, teachers have the confidence to stand back and let the pupils make the learning
their own with carefully crafted activities that encourage pupils to direct their own learning
and work independently. For example, in one session children in Reception made excellent
progress in their language and communication by going on a 'bear hunt'. The atmosphere
buzzed with excitement as the children, complete with magnifying glasses and home made
telescopes discussed their plans to cross a river and walk through mud in pursuit of the
bears. With excellent prompting from the class teacher children were able to think ahead
and predict. 'The mud will be wet and gooey', said one child. 'We might stumble and trip',
said another. This type of activity demonstrates that creative and exciting opportunities
based securely on children's needs are central to the school's outstanding curriculum. It

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

also confirms just how well children can achieve when the expectations are high and the
teaching is inspirational and imaginative.
Where teaching is less strong, on occasions in mathematics pupils' work is sometimes
over-directed and opportunities for pupils to use and apply their knowledge in practical
activities are not always taken. In some activities too many worksheets are used. In
addition, the guidance to pupils in mathematics through the marking of their work by
teachers does not yet match the high quality of comments to pupils in literacy, particularly
No stone is left unturned to ensure that all pupils, including the most vulnerable are
exceptionally well cared for and supported. There are excellent procedures for supporting
and intervening with pupils who require extra support with their work. There are first-rate
systems for introducing children to the school and for ensuring their smooth transition to
junior school.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The success of the school is underpinned by outstanding leadership and management at
all levels. The headteacher sets the tone and works with energy and commitment to drive
the school forward. She is very well supported by an equally committed team of staff and
governors who share her vision and sense of purpose. Since the last inspection there have
been significant improvements to the tracking of pupils' progress and in the school's
systems for self-evaluation. This is because leaders and managers know the school
extremely well and actively seek out ways to improve further by communicating ambition
and driving continuous improvement. As a group they are committed to maximising the
potential of every child whatever their circumstances. Pupils are at the heart of all that the
school does. As a result, the school is very successful in removing the barriers to learning
for all pupils, improving their life chances and in tackling discrimination. There is clear
agreement on what the school does well and where further improvements can be made.
For example, senior leaders are well aware that the school improvement plan requires
some fine-tuning to ensure a sharper focus on measuring success.
Central to the school's work are very successful procedures to engage with parents and
work in partnerships with other agencies and professionals. The school's commitment to
promote parental involvement and close cooperation between home and school is deeply
embedded. For example, parents and carers, including grandparents are welcomed into
school to read with their children on a regular basis.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The school's promotion of community cohesion is good. Opportunities that develop pupils'
awareness of other faiths and cultures are sensitively taught across the curriculum in ways
that are meaningful through special themes and assemblies and through the impact of the
school's Comenius project and International Schools programme. Senior leaders are not
complacent and recognise that the school's procedures to judge the impact of this work
require further attention.
Governors play an effective role in supporting the school and in holding senior leaders to
account. They are committed to see the school improve further and are confident to act
where necessary to support improvements or to question proposals.
Safeguarding is given a high priority and procedures are good. Appropriate systems are in
place to assess the suitability of employees to work with children. All procedures meet
current government requirements.

These are the grades for leadership and management

The effectiveness of leadership and management in e mbedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 1

Early Years Foundation Stage

When children start in Reception what they know and what they can do varies
considerably but overall is typically below the levels expected for their age, particularly in
language and communication. The outstanding provision gives them an excellent start and
ensures that they achieve well from their starting points. Children come on in leaps and
bounds and make great strides in their learning. This is because of exceptionally strong
relationships and high levels of care and support for every child. Within a short period of
time children settle quickly into a well structured learning environment where activities are
expertly targeted on key learning goals that match well with their stages of development
both indoors and outside. Staff are enthusiastic, well organised and have an excellent
understanding of how young children learn best. As a group they are skilled in knowing
when to intervene and how to interact with children to enhance their learning. For

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

example, they regularly develop children's language through effective questioning and
commentary in a range of practical activities. Teaching assistants provide a very effective
layer of extra support and have a huge impact on the quality of children's learning and
their personal development. As a consequence, children become absorbed in their learning
as they play and have the confidence to initiate activities for themselves as well as follow
clearly established routines. Staff continually assess how children are achieving and use
this information to plan further challenges. This means that by the start of Year 1 the
majority of children have made good progress to reach the levels expected for their age
and some have gone beyond to make excellent progress, particularly in their personal and
social development.
The Early Years Foundation Stage is well led and managed. There is clear agreement on
the strengths in provision and where further improvements can be made. Parents are kept
very well informed with how their children are progressing and are encouraged to become
actively involved in their children's learning.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 1
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 1
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Parents and carers are overwhelmingly supportive of the school. Almost all agree that
their children enjoy their work, make good progress and that the school is well led and
managed. 'The staff are a dedicated team who have every child's interest at heart.' 'The
school is doing a wonderful job.' 'I am proud my son attends this school,' were typical of
comments received by inspectors.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Buxton Infant School to complete
a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 86 completed questionnaires by the end of the on-site
inspection. In total, there are 146 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 63 73 22 26 0 0 0 0
The school keeps my child
71 83 13 15 1 1 0 0
My school informs me about
my child's progress
57 66 28 33 0 0 0 0
My child is making enough
progress at this school
61 71 21 24 1 1 0 0
The teaching is good at this
70 81 15 17 0 0 0 0
The school helps me to
support my child's learning
68 79 17 20 0 0 0 0
The school helps my child to
have a healthy lifestyle
58 67 27 31 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
56 65 24 28 0 0 0 0
The school meets my child's
particular needs
56 65 28 33 0 0 0 0
The school deals effectively
with unacceptable behaviour
55 64 24 28 0 0 0 0
The school takes account of
my suggestions and concerns
57 66 25 29 0 0 0 0
The school is led and
managed effectively
57 66 25 29 0 0 0 0
Overall, I am happy with my
child's experience at this
68 79 17 20 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

4 March 2011
Dear Pupils

Inspection of Buxton Infant School, Derbyshire, SK17 6QB

Thank you so much for helping the inspectors when we visited your school recently. We
really enjoyed chatting to you in lessons, in the playground and in the pupil interview. I
know how much you all like coming to school every day. Some of your mums told me that
you cannot wait to get there in the morning. Having spent the two days with you, I can
understand why.
You go to an excellent school. It is such a safe and happy place to be. Everyone takes
very good care of you and you make really good progress in your work. I was very
pleased to see how well you behave and how you help one another in class and around
the school.
You told me that your lessons are interesting and often fun. I could see this with my own
eyes when those of you in Reception were reading together with your mums and dads,
when pupils in Year 2 were estimating height using centimetres and metres and when
those of you in Year 1 were exploring language and repeated words in stories and learning
how to use describing words.
Your teachers work very hard to make the school as good as it can be. To help them I
have asked whether in mathematics some of you could have more opportunities to
investigate and test things out for yourselves and use less worksheets. I have also
suggested that when your teachers mark your numeracy books they give you more help in
how to improve your work.
You can help by continuing to work hard and telling your teachers what makes your
lessons interesting and what helps you to learn.
You are a credit to your mums and dads and carers. I can see why your teachers love
working with you every day. I wish you and your families all the best for the future.
Yours sincerely

Steve Isherwood
Her Majesty's Inspector


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