Ofsted conducted a visit to Buckden Church of England Primary Academy on December 10, 2020, to assess the school's response to the challenges posed by the COVID-19 pandemic. The visit was part of a broader initiative to understand how schools are managing the return to full education after an extended period of disruption. The visit was not an inspection, and no graded judgments were made. Instead, it focused on discussions with the headteacher, deputy headteacher, and assistant headteacher to gather insights into the school's operations during the autumn term.
During the visit, it was noted that the school had implemented measures to ensure the safety and well-being of its pupils. At the time of the visit, there were no year group bubbles isolating, although the Reception class had previously self-isolated for two weeks. A significant portion of pupils had also worked from home at various times due to self-isolation requirements. Despite these challenges, all pupils were engaged in their usual range of subjects, and the school planned to return to the standard curriculum content earlier than the summer term of 2021.
The school had prioritized the teaching of personal, social, and health education in the initial weeks of the autumn term to help pupils express their feelings and concerns related to the pandemic. Teachers assessed pupils' starting points in key areas such as phonics, English, and mathematics through various assessment methods, including questioning and quizzes. Specific support was provided to pupils in Years 1 and 2 who were struggling with phonics, while across all year groups, there was a concerted effort to enhance reading skills.
In mathematics, teachers found that pupils had retained knowledge in certain areas, such as times tables, and were focusing on revising fractions for older students. The curriculum was adjusted to address gaps in knowledge and skills that had emerged during the period when the school was not fully open. Additionally, outdoor learning opportunities were increased to support pupils' well-being.
The school also tailored its approach to meet the needs of pupils with special educational needs and disabilities, ensuring that support was aligned with their specific requirements. Training was provided to staff to enhance their ability to deliver remote learning, allowing pupils who were self-isolating to access lessons live or receive work that mirrored classroom instruction.
Overall, the visit highlighted the school's proactive measures in adapting to the challenges of the pandemic while maintaining a focus on educational quality and pupil well-being. The insights gathered during the visit will contribute to Ofsted's national reporting, helping to inform future educational policy. The school demonstrated a commitment to addressing the needs of its pupils and ensuring that they received the support necessary to thrive in a challenging environment. The letter summarizing the visit will be published on the Ofsted website, providing transparency and accountability regarding the school's performance during this unprecedented time.
