Buxton Infant School

Unique Reference Number 112522 Local Authority Derbyshire Inspection number 357121 Inspection dates 2–3 March 2011 Reporting inspector Steve Isherwood HMI

p.1

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

p.1

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 previous school inspection 6 November 2007 School address Hardwick Square Buxton, Derbyshire SK17 6QB Telephone number 01298 22499 Fax number 01298 22499 Email address smile@buxton-inf.derbyshire.sch.uk

p.1

Age group 4–7 Inspection dates 2–3 March 2011 Inspection number 357121 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.1

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.2

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

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

p.3

Introduction

to ensure sufficiently rapid progress?  How well does teaching and the use of assessment support the progress pupils make?  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?

p.3

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.

p.3

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

p.4

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',

p.4

Main findings

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

p.4

Main findings

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.

p.4

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

p.5

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.

p.5

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

p.5

Outcomes for individuals and groups of pupils 1

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

p.5

Outcomes for individuals and groups of pupils 1

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.

p.5

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

p.6

Pupils' achievement and the extent to which they enjoy their learning 1

Taking into account: Pupils' attainment¹

p.6

Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 1

p.6

Pupils' achievement and the extent to which they enjoy their learning 1

The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.6

2

Taking into account: Pupils' attendance¹

p.6

The extent of pupils' spiritual, moral, social and cultural development 1

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

p.6

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

p.6

How effective is the provision?

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

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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 writing. 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

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

p.7

The quality of teaching 2

Taking into account: The use of assessment to support learning

p.7

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

p.7

How effective are leadership and management?

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.

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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.

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

p.8

1

Taking into account: The leadership and management of teaching and learning

p.8

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

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

very well informed with how their children are progressing and are encouraged to become actively involved in their children's learning.

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

p.9

Overall effectiveness of the Early Years Foundation Stage 1

Taking into account: Outcomes for children in the Early Years Foundation Stage

p.9

Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

p.9

Overall effectiveness of the Early Years Foundation Stage 1

The effectiveness of leadership and management of the Early Years Foundation Stage

p.9

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.

p.9

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.

p.10

Total % Total % Total % Total %

My child enjoys school 63 73 22 26 0 0 0 0 The school keeps my child safe 71 83 13 15 1 1 0 0

p.10

Total % Total % Total % Total %

My school informs me about my child's progress 57 66 28 33 0 0 0 0

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 61 71 21 24 1 1 0 0

p.10

Total % Total % Total % Total %

The teaching is good at this school 70 81 15 17 0 0 0 0

p.10

Total % Total % Total % Total %

The school helps me to support my child's learning 68 79 17 20 0 0 0 0

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 58 67 27 31 0 0 0 0

p.10

Total % Total % Total % Total %

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 employment) 56 65 24 28 0 0 0 0

p.10

Total % Total % Total % Total %

The school meets my child's particular needs 56 65 28 33 0 0 0 0

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 55 64 24 28 0 0 0 0

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 57 66 25 29 0 0 0 0

p.10

Total % Total % Total % Total %

The school is led and managed effectively 57 66 25 29 0 0 0 0

p.10

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 68 79 17 20 0 0 0 0

p.10

Total % Total % Total % Total %

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%.

p.10

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.11

Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

p.11

Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

p.11

Grade Judgement Description

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.

p.11

Type of school Outstanding Good Satisfactory Inadequate

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 www.ofsted.gov.uk ). 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.

p.11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.12

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.12

Common terminology used by inspectors

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.

p.12

Common terminology used by inspectors

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.

p.12

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.12

Common terminology used by inspectors

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.

p.12

Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

p.12

Common terminology used by inspectors

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.

p.12

carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

p.13

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

p.13

Inspection of Buxton Infant School, Derbyshire, SK17 6QB

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.

p.13

www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.14