Buckton Fields Primary School

Highlights from Latest Inspection

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.

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.

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.

What does the school do well and what does it need to do 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.

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.

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

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.

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.

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.

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.

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.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(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.