|Name||Booker Hill School|
|Ofsted Inspection Rating||Good|
|Inspection Date||26 September 2013|
|Address||Field Road, High Wycombe, Buckinghamshire, HP12 4LR|
|Religious Character||Does Not Apply|
|Number of Pupils||272|
|Number of Pupils per Teacher||16.4|
|Percentage Free School Meals||17.7%|
|Percentage English is Not First Language||42.3%|
|Pupils with SEN Support||12.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a broadly average-sized primary school. The proportion of pupils for whom the school receives the pupil premium funding (additional money provided by the government for pupils known to be eligible for free school meals, those looked after by the local authority and the children of service families) is high compared with the national average. There are currently no looked after pupils or service families at the school. The proportion of pupils on the register of special educational needs at school action is high and the proportion at school action plus or with a statement of special educational needs is broadly average. A high proportion of pupils speak English as an additional language. A small minority are at the early stages of learning to speak English. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The private nursery adjacent to the school is not run by the school and did not form part of this inspection. The headteacher provides support for less effective schools in the local authority.
Summary of key findings for parents and pupils
This is a good school. Achievement is good. Pupils make good progress from their low starting points, especially in reading and mathematics. Children make good progress in the Early Years Foundation Stage, especially in their physical development. The opportunities they are provided with help them become confident about making choices in their learning. Teaching is good and teachers provide interesting and relevant activities that help pupils to become enthusiastic learners. Pupils behave well and feel safe at school. They are good at working together in lessons and play together harmoniously. Senior leaders, managers and governors know what to do next to make the school even better and as a result teaching and achievement are continuing to improve. The leadership and management of teaching are good. Senior leaders check that teachers and pupils are doing well, and provide focused support to help them do better. Governance is good. Governors are passionate about the school and provide the right level of challenge and support. Provision for the pupils’ spiritual, moral, social and cultural development is well promoted. There are good opportunities for pupils to appreciate art and music and to learn right from wrong. It is not yet an outstanding school because: Teachers do not always give pupils long enough to complete their work and at other times, activities and discussions sometimes go on for a little too long. Pupils are not always given enough time and opportunities to reflect and act on advice given through teachers’ marking. Younger pupils do not all learn their letter sounds quickly enough. Pupils’ writing contains errors in spelling and grammar and they do not write at length often enough to refine and extend their skills. Subject leaders are not checking up soon enough to make sure that dips in teaching and pupils’ progress are tackled as soon as they arise.