We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Buckler’s Mead School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Buckler’s Mead School.
To see all our data you need to click the blue button at the bottom of this page to view Buckler’s Mead School
on our interactive map.
The school is welcoming and pupils respect the differences in other people. Pupils are happy and feel safe in school.
The school has developed an ambitious curriculum for pupils.
It is broad, balanced and reflects the school's aims to provide 'an inspiring education for all'. Staff have high expectations for pupils' academic learning. Pupils benefit from the curriculum and are well prepared for their next steps.
Pupils respond well to the school's 'sky high expectations'. They understand these expectations and think they are fair. Pupils behave considerately towards each other and to staff.
Pupils displ...ay positive attitudes to their learning in lessons and try their best. At social times, pupils behave well and there is a calm atmosphere in the school. If bullying happens, pupils are confident that staff will deal with it quickly.
The school provides a broad range of experiences to enhance pupils' learning. Pupils enjoy a variety of clubs and activities. The school makes sure these are accessible to all.
Pupils speak excitedly about termly concerts and the upcoming school musical. There are a raft of leadership opportunities, including being a prefect, ambassador or part of student voice. These positions allow pupils to support and represent their peers.
What does the school do well and what does it need to do better?
The school has designed an ambitious curriculum for all pupils. It is well-defined and has the English Baccalaureate suite of qualifications at its core. The curriculum ensures that the order of learning helps pupils.
It lets them build on what they already know and connect to new ideas. The school has identified the important knowledge that pupils need to know and when to teach it. This helps teachers understand clearly what to teach and the order in which to teach it.
Teachers have strong subject knowledge. They use this to introduce new content in manageable steps. Teaching ensures that pupils review their learning.
They do this through routine recap of the most important content. This helps pupils remember the most important information. However, sometimes the curriculum is not implemented as the school intends.
For example, assessment is not always used effectively, and explanations are sometimes unclear. As a result, some pupils do not learn as well as they could.
Reading is a top priority.
All pupils take part in the Read to Succeed programme, whereby they read carefully selected texts every day in tutor time. The school quickly identifies pupils who struggle with reading. These pupils receive effective support to help them read well.
That said, pupils who are learning to read do not have books matched to the sounds they are learning. This means they do not practise the skills they are learning.
Pupils with special educational needs and/or disabilities (SEND) have their needs accurately identified.
Appropriate adaptations are made for learning in class or with personalised support. As a result, these pupils achieve well.
The school has made pupils' attendance a priority.
Working closely with the trust, it analyses absence data and uses that information to implement strategies to improve attendance. Despite this, there are still some pupils who do not attend school regularly. The school continues to rightly focus on these pupils whose attendance needs to improve further.
Pupils behave well in lessons and focus on their work. Teachers consistently apply rewards and sanctions to support positive behaviour. Routines for learning are well established.
Pupils benefit from strong careers provision. Pupils in Year 10 take part in work experience placements. The school has well-developed links to a variety of post-16 destinations.
There is a very well-considered programme for pupils' personal development. It covers a wide range of areas, including physical and mental health. Pupils are taught how to stay safe online and in the local community.
They talk confidently about the importance of developing healthy relationships. Pupils have a strong understanding of the importance of fundamental British values.
The trust provides highly effective support to the school.
They understand the school's strengths and areas for development well. They also hold the school to account effectively. Teachers and support staff value the opportunities for their professional growth.
They also feel their workload and well-being are considered.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There is some variability in the delivery of the curriculum.
Assessment and explanations are not always used effectively. This means that sometimes pupils do not remember important knowledge and concepts. The school needs to ensure that the curriculum is implemented and taught consistently well so that pupils know more, remember more and achieve well across all subjects.
• Pupils receiving additional support with their reading do not have books matched closely to the sounds they are learning. This prevents these pupils from building their confidence and fluency further. The school should make sure that the books pupils read help them to practise the reading skills they have learned.
