|Name||Oak CofE Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||26 March 2019|
|Address||Dryclough Road, Corsland Moor, Huddersfield, HD4 5HX|
|Religious Character||Church of England|
|Number of Pupils||973 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.8|
|Percentage Free School Meals||35.6%|
|Percentage English is Not First Language||61.9%|
|Pupils with SEN Support||15.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oak Church of England Primary School is more than three times larger than an average-sized primary school. It opened in May 2016, when three schools were amalgamated. The school is designated as having a Church of England character and is a part of the Diocese of Leeds. The school has not had a section 48 inspection. The school has a nursery for children from the age of two. It also runs a breakfast club for pupils. The school has received support from a national leader of education and his school. The proportion of disadvantaged pupils is above average. Approximately half of the pupils are of Asian or Asian British Pakistani heritage. Approximately 20% of the pupils are of White British heritage. A wide range of ethnic groups are represented in the school. Approximately two thirds of the pupils speak English as an additional language. Over 40 different languages are spoken in the school. The proportion of pupils with SEND, including those with an education, health and care plan, is above average.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the school opened in 2016, pupils’ outcomes have been low. Current pupils are making stronger progress but this is inconsistent across year groups and subjects. Leaders have secured vital improvements to the quality of teaching. However, this is not consistently good in all year groups. Some teaching is characterised by low expectations of pupils’ achievement and behaviour. The quality of teaching in the early years is also variable, particularly when children are initiating their own learning. Leaders have not ensured that all staff are aware of the priorities for improvement, such as pupils’ language development. Leadership roles and responsibilities are evolving. Senior and middle leaders do not take full responsibility for improving teaching and pupils’ outcomes in the areas they lead. Leaders do not evaluate effectively the impact their actions have on outcomes for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Leaders have plans in place to review the curriculum. Pupils do not consistently acquire increasingly complex knowledge and skills as they move through the school. Pupils’ cultural development is not promoted as well as it should be. As a result, pupils sometimes use derogatory language and are not fully prepared for life in modern Britain. Pupils’ attendance rates are below average and are not improving quickly. Although most pupils behave well, boisterous behaviour at playtimes and low-level disruption in lessons are sometimes evident. Parents’ and carers’ opinions of the school are mixed. Some parents feel that leaders do not listen to their views. In a range of subjects, including phonics, teaching staff do not always have the subject knowledge they need. Consequently, too often, pupils’ work does not meet their needs. Some adults are not accurate in modelling standard English verbally. Pupils’ work sometimes reflects a lack of pride. The school has the following strengths Governors have a range of expertise. They use this well to hold leaders to account for the school’s effectiveness. Pupils, including vulnerable pupils, are well cared for by staff. Pupils’ social and emotional development is promoted well.