Buckingham School

Age group 11–18 Inspection date(s) 3 Inspection number 356754 The Buckingham School Inspection report

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Unique Reference Number 110484 Local Authority Buckinghamshire Inspection number 356754 Inspection dates 3–4 November 2011 Reporting inspector Anne Wellham HMI

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

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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 959 Of which, number on roll in the sixth form 123 Appropriate authority The governing body Chair Dr David Gamble Headteacher Ms Angela Wells Date of previous school inspection 17–18 June 2009 School address London Road Buckingham MK18 1AT Telephone number 01280 812206 Fax number 01280 822525 Email address office@buckingham.bucks.sch.uk 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

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other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. 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 . 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 information 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’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and four additional inspectors. The inspection team observed 36 parts of lessons taught by 34 teachers. Four learning walks, comprising short visits to lessons in English, mathematics and a range of subjects across the curriculum, were carried out jointly with the leaders of English and mathematics, the special educational needs coordinator and the headteacher. Three lessons were observed jointly with senior leaders. Meetings were held with leaders and managers, four representatives from the governing body, a representative from the local authority and a local headteacher who had previously provided support to the school. Inspectors also met with groups of students. Inspectors observed the school’s work and looked at a wide range of documentation, as well as 418 questionnaires completed by parents and carers, and those completed by students and by staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How well support for literacy, numeracy and information and communication technology (ICT) is being used to tackle a legacy of underachievement.  The impact of strategies being used to reduce persistent absence and raise attendance for all groups of students.  The extent to which the curriculum meets the needs of all students and provides them with sufficient challenge.  The quality of sixth form provision and outcomes.

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Information about the school

The Buckingham School is an average-sized secondary school with a growing sixth form within a local authority that operates a selective system. The large majority of students are White British, with a small proportion of students from a variety of minority ethnic backgrounds. Few students speak English as an additional language. The proportion of students with special educational needs and/or disabilities is slightly lower than that found nationally. The school has specialist status as a Sports College . It achieved the Healthy Schools award in 2010. When the school was inspected in January 2007 it was given a Notice to Improve. In March 2008, it was judged to require special measures. When it was inspected in June 2009, it no longer required special measures. The current headteacher was appointed in September 2008. Since the last inspection, the senior leadership team has been restructured and there have been many changes to staffing.

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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

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Main findings

The Buckingham School is a satisfactory school where decisive and determined action has been taken to tackle a legacy of underperformance. Students’ achievement, which at present is satisfactory, is improving steadily. The good curriculum, supported by a variety of partnerships, gives students access to a wide range of relevant courses and opportunities. Staff at all levels share a strong commitment to ensuring that all students are given equal opportunities to learn and aspire to the very best outcomes The school communicates effectively with parents and carers and has strengthened its reputation within the local community.

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Main findings

As a result of closer monitoring, a more consistent approach to collecting and analysing data and a drive to make teachers accountable for the progress of the students they teach, the variation in achievement across year groups and between subjects is narrowing. The majority of students make satisfactory progress, with increasing numbers making good and sometimes better progress, especially in English, mathematics and the specialist subjects. where leadership and management are particularly strong. Students with special educational needs and/or disabilities make similar progress to other students because of targeted support and intervention. However, systems to track their progress against precise assessment data are underdeveloped, which limits the school’s ability to evaluate the impact of the support they receive.

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Main findings

Teaching and learning are satisfactory and improving, with a higher proportion of good and or better lessons than at the last inspection. In good lessons, learning is frequently assessed so that engaging activities are well matched to students’ abilities and interests. Where learning is satisfactory, teachers do not consistently check the understanding of students at key points during the lesson or amend their teaching in response to the learning that is taking place. Students know their targets and are mostly keen to discuss their work, but a lack of regular written feedback from a few teachers prevents students from developing a full understanding of how to improve their work further in these subjects.

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Main findings

The school is a lively, friendly community where students get on well together, feel safe and receive good care, guidance and support. Recent improvements in attendance bring it broadly in line with the national average. The school is employing suitable strategies to reduce persistent absence, although the proportion of students who do not attend regularly remains above average. Behaviour is good in lessons and around the school. Students make a good contribution to the community. A

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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

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

particular strength of the school’s work is the way in which they contribute to the life of the school and are able to take part in decision making. Students are keen to suggest ideas for new activities and projects. An excellent range of clubs and activities are on offer outside lessons, particularly in sports and performing arts, making a strong contribution to students’ good social development and personal well-being. The school is building on this success and extending opportunities for students to contribute to the local community and to improve further their spiritual and cultural development.

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

Since the last inspection, the sixth form curriculum has been reviewed and extended to ensure that students are being placed on courses that better match their abilities and interests. A more consistent approach to using assessment data to set targets across all subjects is helping to eradicate differences in achievement between subjects. However, the sixth form is not improving as rapidly as the rest of the school because provision and outcomes are not analysed precisely enough to drive improvement.

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

Recent improvements to the school’s performance are largely due to the inspirational and determined leadership of the headteacher, combined with a strong commitment to continuing improvement which is shared by the governing body and staff at all levels. Senior and middle leaders are held accountable for their areas of responsibility, monitoring is rigorous and the practice of recording and evaluating the impact of actions taken to improve performance is securely embedded. The few areas of remaining weakness have been identified and are being tackled effectively. The school has good capacity to continue its journey of improvement.

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

Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve the quality of learning so that it is consistently good by:  identifying clear opportunities to assess and check students’ understanding during lessons  amending teaching in response to the learning that is taking place  making sure that all teachers mark written work regularly so that students get detailed feedback on how to improve it.  Develop rigorous systems to track the progress of students with special educational needs and/or disabilities so that the impact of support and intervention can be identified more accurately.  Provide a more precise analysis of student provision and outcomes in the sixth form to accelerate the pace of improvement.

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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

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

Students’ attainment is rising steadily. The proportion of students that achieved five or more GCSEs at the higher grades, including English and mathematics, was in line with the national average in 2011. By the end of Year 11, students generally make satisfactory progress in relation to their starting points, with an increasing number making good progress. There are no significant differences between the achievement of boys and girls or different minority ethnic groups.

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

In the majority of lessons, the quality of learning was satisfactory. Students have good attitudes to learning. They enjoy working independently when the lesson allows. Most are keen to discuss their learning, although some are more reticent. Students behave well in lessons and around the site. They are tolerant of each other and show respect. They report that that they feel safe and if incidents of bullying occur they are dealt with promptly. Racism or discrimination is rare. Students have a good understanding of the risks that have an impact on their physical and mental health and emotional well-being. They recognise the benefits of a healthy diet and regular exercise.

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

Students make a very positive contribution to the life of the school and the development of ‘student voice’ is a particular strength. Students of all ages take on positions of responsibility, and participation rates in sports-related activities are high. Recent events like Black History Month, the celebration week on Gypsy, Roma and Travellers, and a cross-curricular focus on different cultures are developing a broader awareness of the wider society.

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

Students develop their enterprise skills and personal qualities well through involvement with local business partners and the town council, and the broad vocational curriculum. The application of skills in literacy, numeracy and information and communication technology (ICT) is satisfactory although developing well. Attendance is broadly average and this contributes satisfactorily to students’ future economic well-being.

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

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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The extent to which pupils contribute to the school and wider community 2

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

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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

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

Although the proportion of good and outstanding lessons is increasing, teaching and learning are satisfactory because there is not a consistent focus on assessing students’ learning. Effective teachers use assessment information well to plan learning activities that are based on what students are capable of achieving and on what they have already learned. In the best lessons, teachers build in frequent opportunities to check the understanding of individuals and groups of students before moving on. This allows teachers and other adults to assess progress accurately and amend teaching and support if required. Precise and detailed written feedback allows students to take responsibility for improving their work and motivates them to try harder, but the quality of marking varies across and within subjects so that students do not get consistent advice on how to improve their work. Where work is left unmarked, students repeat errors and work at the same level for

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How effective is the provision?

too long. In good lessons, technology is used imaginatively and well, and there are planned opportunities to develop literacy and numeracy.

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How effective is the provision?

The curriculum is relevant to the experiences and interests of students and uses the knowledge and expertise of staff to best effect. Vocational subjects develop broad- ranging skills and are helping to raise achievement. Specialist status and enrichment days are used well to develop personal learning and social skills. The extensive range of extra-curricular activities and excellent provision for sports activities provide many opportunities for students to enjoy competitions and work together.

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How effective is the provision?

Good levels of support and care are carefully targeted to improve the confidence, self-esteem and achievement of all students. Intervention strategies are carefully planned. The school knows and understands the needs of students and families well, particularly those individual students who face challenging circumstances or who are potentially vulnerable.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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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

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How effective are leadership and management?

Senior leaders communicate high expectations about securing improvement and have introduced significant changes to key areas of the school during the last two years. Areas of weakness identified at the last inspection have been mostly tackled effectively, although improving outcomes in ICT and design and technology, and reducing persistent absence are still areas of priority. Very effective actions have been taken to develop the roles and responsibilities of middle leaders and involve them in evaluating performance in their subject areas. They track the achievement of different groups carefully and take determined action to reduce any variation. As a result, patterns of achievement are becoming more consistent across subjects. A few weaknesses remain but these are being tackled well. The governing body has provided a good level of challenge in identifying previous underperformance and is proactive in working with the local authority and local partners to secure further

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How effective are leadership and management?

improvement. There are good strategic plans for further improvement.

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How effective are leadership and management?

A commitment to ensuring the safety of students and to promoting equality of opportunity is well established. The school is tackling the legacy of underachievement effectively so that there has been significant improvement in performance, and variation in students’ achievement across different curriculum subjects is reducing rapidly. The school meets statutory requirements for safeguarding and works well with a range of external agencies such as health and social services to promote the safety, health and welfare of all students. The school’s work makes a satisfactory contribution to community cohesion. It promotes strong values in the school community, works closely and effectively with local partners and is developing links in a national and global context.

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How effective are leadership and management?

These are the grades for leadership and management

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driving improvement

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

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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

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Sixth form

Students make broadly satisfactory progress in the sixth form. Examination results are broadly in line with national averages, with stronger performance at A level and in vocational subjects than at AS. Students’ achievement varies between curriculum areas, but senior and middle leaders are taking decisive action to improve achievement in lower-performing subjects. The curriculum has improved since the last inspection and is providing better progression through vocational, work-related and academic routes. Applications to higher education are increasing. As in the rest of the school, the quality of teaching is improving. Students feel that they are well supported and given useful individual support and advice concerning their future options. They report that they would welcome more opportunities to work flexibly and independently. The school has prioritised and is addressing the need to provide better accommodation and resources. Students are actively involved in the life of the

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Sixth form

school and lead in organising fund-raising activities and mentoring younger students.

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Sixth form

Leadership and management in the sixth form remain satisfactory. Appropriate systems are in place to monitor provision and outcomes, and data analysis is being used more consistently to set challenging targets and track progress. However, the outcomes of monitoring and evaluation are not analysed precisely enough to drive effective improvement planning.

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Overall effectiveness of the sixth form

Taking into account: Outcomes for students in the sixth form The quality of provision in the sixth form Leadership and management of the sixth form

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Views of parents and carers

A large proportion of parents and carers responded to the questionnaire. A very large majority of those who responded feel that their children enjoy school and that the school keeps them safe. Inspection evidence supports this view. A few parents were concerned about the support given by the school to help their children have a healthy lifestyle and the opportunities provided for them to support their children’s learning. Inspectors found that provision for these aspects of the school’s work was good. A very small minority were concerned about behaviour. Inspectors observed good behaviour in lessons and around the school.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Buckingham 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 448 completed questionnaires by the end of the on-site inspection. In total, there are 959 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 166 37 255 56 27 6 5 1 The school keeps my child safe 154 34 276 61 17 4 0 0 The school informs me about my child’s progress 137 30 249 55 43 9 6 1 My child is making enough progress at this school 122 27 262 58 49 11 4 1 The teaching is good at this school 104 23 297 66 35 8 2 0 The school helps me to support my child’s learning 85 19 274 60 74 16 2 0 The school helps my child to have a healthy lifestyle 79 17 296 65 55 12 7 2 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) 97 21 279 62 35 8 3 1

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Total % Total % Total % Total %

The school meets my child’s particular needs 98 22 292 64 39 9 3 1 The school deals effectively with unacceptable behaviour 113 25 249 55 55 12 19 4 The school takes account of my suggestions and concerns 82 18 272 60 49 11 10 2

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Total % Total % Total % Total %

The school is led and managed effectively 159 35 246 54 27 6 5 1 Overall, I am happy with my child’s experience at this school 170 38 243 54 29 6 3 1

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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%.

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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.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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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 2010 to 08 April 2011 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 2010/11 was not representative of all schools 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 e ffectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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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.

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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.

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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.

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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.  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.

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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.

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

main findings from the inspection of their school.

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Inspection of The Buckingham School, Buckingham, MK18 1AT

Thank you for the friendly welcome you gave us when we inspected your school. We enjoyed meeting you and your teachers and visiting some of your lessons. Your school is satisfactory. We found that the key areas of the school’s work have improved considerably in the past two years. Examination results are rising, especially in English, mathematics and science. You are making the progress expected of you, with more students now making good progress. We were impressed with your commitment to the school community and the important part that you take in decision making. You told us that you feel safe and happy in school and enjoy the many opportunities to take part in sport and other activities. We were very pleased to see that you get on well together and respect each other. We were also impressed with your good behaviour in lessons and around the school.

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Inspection of The Buckingham School, Buckingham, MK18 1AT

Learning, although satisfactory, is improving. We have asked teachers to provide more opportunities to check that you have understood everything before moving on to the next part of the lesson. We have also asked them to make sure that your written work is marked more regularly so that you get detailed feedback in all subjects on how to improve it. Students with special educational needs and/or disabilities are well supported but we have asked the leaders in that area to track the progress of students more accurately. We have also asked leaders to monitor and evaluate the work of the sixth form precisely so that it can improve quickly.

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Inspection of The Buckingham School, Buckingham, MK18 1AT

The headteacher, the governors, senior leaders and the heads of department lead your school well. They have achieved much in the past two years and know what to do next to continue the school’s improvement. You can help the school improve by working hard and making sure that you attend every day. We wish you all at The Buckingham School a very happy and successful future.

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from Ofsted’s website: 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 .

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