Buckton Fields Primary School

Inspection of Buckton Fields Primary School Home Farm Drive, Northampton, Northamptonshire NN2 8ES

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The principal of this school is Sarah Straiton. This school is part of Preston Hedges Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Watson, and overseen by a board of trustees, chaired by Michael Brinkley. There is also an executive principal, Tracey Coles, who is responsible for this school and one other. 25 and 26 June 2024

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What is it like to attend this school?

In a relatively short time, since opening in 2021, this school has firmly established a caring and inclusive culture. Pupils feel safe in the school. They enjoy very positive relationships with each other and their staff. Classrooms are calm and orderly. At playtimes, pupils play together happily. They are kind, polite, and respectful. Incidents of poor behaviour are exceptionally rare.

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What is it like to attend this school?

The school’s aspiration is to provide a curriculum based on ‘fun, creativity and achievement’. Staff have very high expectations for what all pupils, including those with special educational needs and/or disabilities (SEND), can achieve. Pupils have very positive attitudes to learning. They work hard and achieve well.

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What is it like to attend this school?

In the early years, children eagerly learn and play in the interesting learning environment that staff have created for them. Pupils throughout the school learn how to lead happy and healthy lives and become confident and active citizens of the world. There is a range of extra-curricular clubs for pupils to develop their sporting or artistic interests. Trips to museums and theatres further enrich pupils’ learning and provide memorable experiences.

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better?

The school has developed a broad and ambitious curriculum, which begins in the early years. Children in Reception are exposed to a wide range of vocabulary. There are well-planned opportunities for them to develop physical and social skills. As the school has grown year on year, staff have planned precisely what pupils should learn across the full range of National Curriculum subjects. Important knowledge is sequenced well, in small steps, so that pupils’ gain a depth of understanding as they progress.

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better?

The school places a high priority on reading. In Reception and Year 1, phonics lessons provide pupils with the knowledge they need to become increasingly confident readers. Those who struggle with reading benefit from effective extra support. Pupils are exposed to increasingly challenging texts as they develop as readers. They learn to appreciate and analyse different styles and genres. Staff read to pupils often. They choose rhymes and stories carefully to excite and interest pupils to promote a love of reading. Pupils read often from books that are well matched to their stage of reading. They enjoy reading and the rewards they can earn for doing so.

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better?

In lessons, pupils behave well and are attentive. Staff explain new concepts clearly and plan interesting activities to help pupils understand new knowledge and practise new skills. There are lots of opportunities to revisit previous topics. This helps pupils to make connections and remember what they have already learned. Pupils enthusiastically discuss their learning with each other and eagerly engage with tasks. Most of the time, they gain knowledge securely and remember what they have learned. However, staff do not always check pupils’ learning well enough. This 25 and 26 June 2024

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means that they do not always identify gaps in pupils’ knowledge or address misconceptions quickly.

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Pupils with SEND are prioritised in the school. Staff know these pupils well. Where it is necessary, they carefully adapt lessons, or provide extra support, so that pupils with SEND can access the ambitious curriculum. As a result, pupils with SEND achieve well.

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In the early years, learning themes are carefully chosen to excite children as they learn about the world they live in. Activities provide opportunities for children to be creative and stretch their curiosity. Children show high levels of focus in phonics and mathematics lessons. They are being very well prepared for their next stages in education.

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Pupils talk confidently about diversity and equality. The curriculum encourages them to learn about different faiths and cultures while also helping them to appreciate their local community.

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The school has overcome significant challenges since opening in 2021. Due to problems with the school building, they were forced to relocate to another school in the trust before returning to temporary buildings on the school grounds. Parents and carers told inspectors that the school managed this difficult period very well. They appreciate the efforts that the school made, and continues to make, to communicate with them and to consider their views.

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Staff are happy and proud to work at the school. They value the support that they get to manage their workload and appreciate the opportunities to develop their expertise. Leaders and trustees from the multi-academy trust know the school well. They provide strong support and challenge to the school as it continues to grow.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In lessons, staff do not always check pupils understanding carefully enough. Gaps in pupils’ knowledge are not always identified. Misconceptions are not always addressed quickly or effectively. Pupils do not always learn as securely as they might. The school needs to make sure that staff check pupils’ learning accurately and routinely in lessons, and that they address gaps and misconceptions quickly and effectively. 25 and 26 June 2024

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 June 2024

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School details

Principal Tracey Coles (executive principal) Sarah Straiton (principal) Website https://bucktonschool.org.uk

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School details

Date of previous inspection 17 June 2021, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Preston Hedges Trust.  The school uses no alternative provision.  Currently, the school has pupils in Reception, Year 1 and Year 2. The school is growing by adding another year group each year.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgment about the quality of a school’s education provision. 25 and 26 June 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the principal, the executive principal, the assistant principal, the special educational needs coordinator and other school leaders.  The lead inspector met with the chief executive officer and other leaders from the multi-academy trust. The lead inspector also met with representatives of the board of trustees, including the chair.  Inspectors carried out deep dives in these subjects: reading, mathematics, science, and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to some pupils read to their teacher.

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 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors met with pupils from across the school, including pupils with SEND.  Inspectors met with parents and considered the responses to Ofsted Parent View.  Inspectors spoke to a range of teaching and non-teaching staff to hear their views on the school. Inspectors also considered the views expressed in an online staff survey.

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Inspection team

John Spragg, lead inspector His Majesty’s Inspector

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Inspection team

Dave Ellison-Lee Ofsted Inspector 25 and 26 June 2024

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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