Buxworth Primary SchoolOfsted report card, 22 Sept 2026

Buxworth Primary School

Address: Station Road, Buxworth, High Peak, Derbyshire, SK23 7NJ Unique reference number (URN): 112526

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Expected standard

Leaders have established a clear approach to identifying and overcoming the barriers that affect some pupils' attendance. They work closely with parents, carers and external agencies to secure support and remove obstacles to regular attendance. As a result, attendance has improved for many pupils, particularly those who have previously struggled to attend often. Leaders know families well and take a personalised approach to supporting pupils whose attendance causes concern. Positive relationships with staff help pupils feel part of the school community. This sense of belonging contributes to positive attitudes towards school and encourages them to attend each day.

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Attendance and behaviour Expected standard

Typically, pupils demonstrate positive attitudes to learning. They are polite, welcoming and respectful towards one another and staff who work with them. Pupils of all ages learn and play together happily. They understand the different forms that bullying can take. They report that bullying is rare and are confident that staff deal with any concerns quickly and effectively.

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Attendance and behaviour Expected standard

Leaders and staff know pupils well and have established effective support for those who experience anxiety about attending school or who require help to regulate their behaviour. As a result, attendance and behaviour for these pupils have improved because they feel included and engage positively in school life.

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Early years Expected standard

Children get off to a positive start in the early years. Staff know the children well. They use this knowledge about children's interests to adapt learning, so that children engage fully with the curriculum. For example, children use natural materials collected from the school's woodland area to create faces, using appropriate language to share their ideas, solve problems and express their creativity. Typically, staff use these opportunities well to extend children's vocabulary and build their confidence in communicating with others.

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Early years Expected standard

Leaders place a clear emphasis on developing the essential areas of learning. As a result, children quickly form positive relationships with staff and their peers. They settle into routines confidently and show increasing independence when accessing learning opportunities. Staff make appropriate adaptations so that children, including those with additional needs, can participate successfully alongside their peers.

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Early years Expected standard

Leaders prioritise the development of early reading. Children develop secure listening, speaking and early language skills that provide a solid foundation for future learning. The environment is calm, nurturing and well organised, helping children to feel safe and ready to learn. As a result, children make positive progress from their starting points and are prepared well for Year 1.

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Inclusion Expected standard

Leaders consider the challenges faced by some pupils carefully, including those pupils known previously to social care. They work effectively with parents, carers and external agencies to ensure that these pupils receive the support that they need. Through a graduated and closely monitored approach, leaders make sure that no pupil is overlooked. This means that pupils' needs are identified quickly and timely support is put in place. As a result, pupils who are vulnerable attend school increasingly well, learn to manage their behaviour independently and are ready to learn.

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Inclusion Expected standard

Leaders provide opportunities for staff to develop their understanding of pupils' diverse needs, including those with special educational needs and/or disabilities and pupils experiencing difficulties with their mental health and wellbeing. Consequently, these pupils typically learn successfully alongside their peers. Leaders continue to strengthen staff expertise so that learning is tailored increasingly well to meet these pupils' needs.

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Inclusion Expected standard

Leaders use additional funding effectively to provide targeted support for disadvantaged pupils and those who need help to catch up. This ensures that these pupils make positive progress from their starting points and are prepared well for the next stage of their education.

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Personal development and wellbeing Expected standard

Leaders have established a carefully planned personal development and wellbeing programme that helps pupils develop the knowledge, confidence and experiences they need for life beyond primary school. The programme is woven through the curriculum, the school's 'Project 25' offer and a range of enrichment opportunities that reflect the school's values and ambitions for its pupils.

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Personal development and wellbeing Expected standard

The personal development programme aims to broaden pupils' experiences and raise aspirations. The school makes full use of its surrounding environment, including the river and woodlands. Pupils benefit from careers days, enterprise projects and visits from professionals such as police officers, archaeologists and scientists. The school's music offer develops pupils' confidence, creativity and performance skills. Pupils have opportunities to learn musical instruments, work with specialist teachers and participate in performances, including through the school's partnership with the Hallé Orchestra.

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Personal development and wellbeing Expected standard

Through leadership responsibilities, pupils learn how their views can influence school life. They take on roles such as prefects, house captains and librarians. Pupils also contribute to the wider community through environmental projects, charity events and representation at local democratic forums, including the High Peak Council. These experiences help pupils understand how they can make a positive contribution to society.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of clubs, sporting opportunities, performances and community events. Leaders carefully monitor participation and adapt provision to meet pupils' interests and needs. Lunchtime clubs, reading groups and personalised opportunities for vulnerable pupils, including those with special educational needs and/or disabilities, ensure that these experiences are accessible to all. Pupils demonstrate a secure understanding of healthy relationships, online safety, equality and respect for others. As a

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Needs attention

result, they are well prepared for life in modern Britain. They leave the school as confident, respectful and responsible young people who have high aspirations for their futures.

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Achievement Needs attention

Published outcomes in writing, mathematics and English grammar, punctuation and spelling are below national averages. These weaknesses remain in current pupils' knowledge and understanding in these areas. Leaders have identified these weaknesses and introduced strategies to rectify them. However, these approaches are not embedded consistently across the school. Consequently, some of the weaknesses reflected in published outcomes are still evident in the work and attainment of current pupils.

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Achievement Needs attention

In some areas, pupils build successfully on prior learning and apply their knowledge with increasing confidence. Recent work to strengthen pupils' foundational knowledge and skills is beginning to have a positive impact, particularly in mathematics. Pupils with special educational needs and/or disabilities typically make positive progress from their starting points because they receive appropriate support and adaptations. However, overall, pupils' achievement remains variable across the curriculum, and some pupils are not prepared well enough for their next stage in education.

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Curriculum and teaching Needs attention

Sometimes, pupils do not benefit from learning activities that help them to recall key knowledge. Recently introduced strategies to improve pupils' mathematics, handwriting, spelling, punctuation and grammar are not yet embedded fully. As a result, pupils do not secure the knowledge and skills that they need consistently. Gaps in pupils' earlier learning are not always resolved effectively.

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Curriculum and teaching Needs attention

Leaders have begun to take effective action to rectify weaknesses in the English and mathematics curriculums. With the help of external support, they have implemented a range of strategies to strengthen pupils' recall across the curriculum. There are early signs that this work is beginning to address some of the weaknesses identified, particularly in mathematics. In some lessons, pupils build successfully on prior learning and develop increasing confidence and fluency. However, these approaches are not implemented consistently across the curriculum. As such, pupils' experiences of learning remain variable, and some of the weaknesses reflected in published outcomes are still evident in some pupils' work.

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Curriculum and teaching Needs attention

Pupils with special educational needs and/or disabilities and those with additional barriers to learning typically benefit from appropriate adaptations and meaningful support. This helps them to access learning alongside their peers and make secure progress from their starting points.

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Leadership and governance Needs attention

Leaders have introduced a range of strategies to resolve weaknesses in achievement and strengthen the provision. However, they do not check consistently that these agreed approaches, which are aimed at bringing about improvements, are implemented as intended. Some of the factors that contributed to weaknesses in published outcomes still remain. As a result, pupils do not achieve as well as they should.

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Leadership and governance Needs attention

Leaders know pupils and families well and have built positive relationships with the school community. They prioritise professional learning and have created opportunities for staff to develop their expertise through local partnerships, external support and nationally recognised qualifications. This investment in professional development is helping to strengthen leadership capacity across the school. Staff value the support they receive and recognise leaders' efforts to consider workload and wellbeing when introducing change.

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Leadership and governance Needs attention

Leaders and governors monitor the school's work often. However, they do not use this information consistently well to evaluate the success of their actions and determine the impact on pupils' learning and outcomes. As a result, while leaders can identify the actions they have taken, they are less clear about the difference these actions have made over time. As a result, improvement work is not embedded as consistently as intended and the impact of this work remains variable.

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Leadership and governance Needs attention

The school has the capacity, commitment and external support needed to improve further. However, leaders and governors do not evaluate the impact of their work rigorously enough to secure sustained improvements in pupils' achievements.

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What it's like to be a pupil at this school

Positive relationships between pupils and staff are at the heart of this school's caring ethos. Parents and carers greatly value the support and encouragement their children receive. Older pupils support their younger peers well and help them feel safe and included. During social times, pupils help younger pupils learn to use the stairs safely, and they enjoy sharing books together. School prefects contribute positively to school life. They present weekly awards that recognise pupils who demonstrate the school's 'Project 25' values. Pupils are enthusiastic about the opportunities available to them. They are particularly proud to represent the school in sporting, musical and community activities.

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What it's like to be a pupil at this school

Pupils are polite and respectful. They speak positively about the school and describe it as a place where they feel happy, included and valued. They appreciate being known as individuals and have a secure sense of belonging. Pupils demonstrate positive attitudes to learning and talk confidently about their aspirations for the future. They understand the importance of treating others fairly and appreciate the opportunities they have to learn about difference and diversity. For example, as part of a project with a school located in a contrasting locality, pupils took pride in sharing information about the school's natural environment and their outdoor learning experiences. Pupils know that staff value and listen to their views. They are confident that staff will resolve any worries or concerns quickly. Pupils know that incidents of unkindness are rare and are dealt with effectively when they occur.

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What it's like to be a pupil at this school

Many pupils who face barriers to learning engage positively with school and make progress from their starting points, particularly with their attendance. However, pupils do not yet consistently acquire the knowledge and skills they need to achieve as highly as they could across the curriculum, particularly disadvantaged pupils and those with additional barriers to learning.

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Next steps

Leaders should ensure that recent developments in writing, mathematics and pupils' foundational knowledge, including handwriting, English grammar, punctuation and spelling, are implemented consistently so that pupils learn, remember and apply the intended curriculum effectively. Leaders should ensure that learning is matched consistently to pupils' needs and starting points so that pupils build securely on prior learning and acquire the knowledge and skills intended across the curriculum. Leaders, including governors, should evaluate the impact of their work thoroughly to ensure that agreed actions are implemented consistently and lead to improved outcomes for pupils.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

The inspection took place on 22 and 23 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, school leaders, those responsible for governance, representatives from the local authority, staff, parents and carers, and several groups of pupils during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Shaheen Hussain, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 76% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2023/24 (final) 50% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 67% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 50% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 12.6% 13.0% Close to average

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national average

2023/24 (3 term) 15.7% 14.6% Close to average

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national average

2022/23 (3 term) 15.8% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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