Buntingsdale Primary School and Nursery
| Type | Primary / Community school |
| Age Range | 3-11 |
| Religion | Does not apply |
| Address | Buntingsdale Park Tern Hill Market Drayton Shropshire TF9 2HB |
| Phone | 01630638370 |
| Reference Number | 123397 |
Buntingsdale Primary School and Nursery is a welcoming school where pupils enjoy their educational experience. While many aspects such as the ambitious curriculum and strong community relationships are commendable, the school's overall performance has shown signs of decline since the previous inspection. Pupils are generally happy and safe, yet the inconsistency in support for those falling behind academically and variability in the teaching of early reading highlight areas needing improvement. The school enjoys positive relationships with staff and parents, with effective processes for identifying students with special educational needs and/or disabilities (SEND).
General Makeup
| Number of pupils | 77 |
| Boy/Girl ratio |
Boys: 49.35%
Girls: 50.65% |
| Percentage of students eligible for free school meals | 18.4% |
| Percentage of students where English is not their first language | 11.7% |
Class Sizes
| Average size of one teacher classes | 25.7 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 8 | 10 | 18 |
| 2 | 2 | 7 | 9 |
| 3 | 7 | 7 | 14 |
| 4 | 4 | 5 | 9 |
| 5 | 4 | 5 | 9 |
| 6 | 10 | 3 | 13 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 70.1% |
| Mixed, Other | 7.8% |
| White, Other | 3.9% |
| White & Black (Caribbean) | 3.9% |
| Indian | 2.6% |
| White & Asian | 1.3% |
| Irish | 1.3% |
| Caribbean | 1.3% |
| Asian, Other | 1.3% |
| Overall Ofsted Rating | Good |
| Last Report Date | 05 Nov 2024 |
| Date | Report |
|---|---|
| 05 Nov 2024 | School inspection |
| 19 Mar 2019 | Short inspection |
| 15 Jan 2015 | Full inspection: |
| 03 May 2013 | Monitoring visit |
| 15 Jan 2013 | Full inspection: |
| 07 Dec 2011 | Monitoring visit |
| 28 Apr 2010 | Full inspection: |
| 24 Jan 2007 | Full inspection: |
| 23 Sep 2002 | Full inspection |
Strengths
- Pupils form strong, trusting relationships with each other and staff.
- The curriculum is well-organized and ambitious for mixed-age classes.
- Reading is prioritized, fostering a love of reading among pupils.
- The school provides a rich range of extracurricular opportunities.
- Staff offer effective support for pupils' personal development.
Areas for Improvement
- Inconsistency in support for pupils who fall behind academically.
- Teaching of early reading is not implemented consistently.
- Expectations for pupils' learning behaviors are occasionally low.
- Assessment systems in some foundation subjects are not well established.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 58% | ||
| Pupils meeting a higher standard | 0% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 102 | ||
| Maths | 101 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 2 | ||
| Writing | 0.6 | ||
| Maths | -4 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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| Number of Applications | Number of Offers | |
| First Preference | ||
| Second Preference | 0 | 0 |
| Third Preference | 1 | 0 |
| From another Local Authority | 0 | 0 |
Previous Years
Sample
Unlock| Name | Distance |
|
Market Drayton Junior School
Market Drayton Junior School, Market Drayton Junior School, Alexandra Road, Market Drayton, Shropshire, TF9 3HU |
1.6 miles |
|
Market Drayton Infant & Nursery School
Longslow Road, Market Drayton, Shropshire, TF9 3BA |
1.88 miles |
|
Moreton Say CofE Primary School
Moreton Say, Market Drayton, Shropshire, TF9 3RS |
2.03 miles |
|
Stoke-on-Tern Primary School
Rosehill Road, Stoke Heath, Market Drayton, Shropshire, TF9 2LF |
2.18 miles |
|
Longlands Primary School
Linden Way, Fairfields, Market Drayton, Shropshire, TF9 1QU |
2.43 miles |
|
Hodnet Primary School
Shrewsbury Street, Hodnet, Market Drayton, Shropshire, TF9 3NS |
3.25 miles |
|
Hinstock Primary School
Hinstock, Hinstock Primary School, Market Drayton, Shropshire, TF9 2TE |
4.21 miles |
|
Cheswardine Primary and Nursery School
Glebe Close, Cheswardine, Market Drayton, Shropshire, TF9 2RU |
4.57 miles |
|
Lower Heath CofE Primary School
Lower Heath, Prees, Lower Heath Ce Primary School, Whitchurch, Shropshire, SY13 2BT |
4.71 miles |
|
Norton-in-Hales CofE Primary School
Main Road, Norton-in-Hales, Market Drayton, Shropshire, TF9 4AT |
4.99 miles |
| Name | Distance |
|
The Grove School
Newcastle Road, Market Drayton, Shropshire, TF9 1HF |
2.36 miles |