Buxton School


Name Buxton School
Website http://www.buxtonschool.org.uk/
Ofsted Inspection Rating Good
Inspection Date 14 November 2017
Address 234 Cann Hall Road, Leytonstone, London, E11 3NN
Phone Number 02085343425
Type Other
Age Range 3-16
Religious Character None
Gender Mixed
Number of Pupils 1438 (51% boys 49% girls)
Number of Pupils per Teacher 15.4
Local Authority Waltham Forest
Percentage Free School Meals 20.3%
Percentage English is Not First Language 62.4%
Persisitent Absence 12.2%
Pupils with SEN Support 17.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. This all-through school has 1,400 pupils in the primary and secondary phases with 57 in the early years. The school has an on-site resourced provision for pupils who have speech, language and communication needs. The school currently has a small number of pupils at the local authority’s pupil referral unit. A higher-than-average proportion of pupils are disadvantaged. A higher than average proportion of pupils have SEN and/or disabilities, many of whom have education, health and care plans. A large number of pupils join the school mid-year and many arrive speaking English as an additional language. At the time of this inspection, the school’s new building was in the final building stages. There is no sixth-form provision currently operating. The oldest pupils are in Year 11.

Summary of key findings for parents and pupils

This is a good school Leaders have maintained the good standard of education since the last inspection. Governors have held leaders to account well. This has ensured that pupils’ experience in school does not suffer, despite staffing changes and the major building works. Leaders have a precise and accurate understanding of the school’s strengths and areas for improvement. Remaining variability in teaching, learning and assessment quality is quickly reducing. Pupils across the school make good progress from their starting points. Disadvantaged pupils’ progress in the secondary phase is less strong than in the primary phase though. Pupils who have special educational needs (SEN) and/or disabilities receive bespoke support in specialist sessions and through mainstream lessons. This supports their academic and personal development well. Children in the early years make good progress in a safe, welcoming and effective learning environment. Leaders have ensured that children in Nursery and Reception learn, develop and enjoy themselves at school. Pupils attend school regularly and punctually. Pupils value their education and the few with weaker attendance are well supported to improve quickly. Pupils’ behaviour is good because they know the rules, follow instructions from staff promptly and want to learn. Pupils are well prepared for the next stages in their education and for life in modern Britain. Leaders have thought carefully about how best to support pupils’ transition between key stages and have ensured that pupils receive tailored post-16 options, advice and guidance. The school’s arrangements for safeguarding are effective. Leaders have protocols and risk assessments in place that help protect pupils from emerging risks and particularly during this building work period. Leaders’ attention to detail reflects a secure culture of safeguarding. The range of popular curriculum enrichment activities that the school offers very well supports pupils’ personal development. Pupils typically receive useful feedback, in line with the school’s policy, that supports good progress. However, in some cases this is less effective and so sometimes pupils are unclear about how to improve. The curriculum is well planned, broad and balanced. Primary and secondary leaders of English work effectively together to prepare for and build on pupils’ skills and knowledge precisely. However, this sort of collaboration is not as systematic in other subjects.