|Name||Oak Green School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 May 2013|
|Address||Oak Green, Southcourt, Aylesbury, Buckinghamshire, HP21 8LJ|
|Religious Character||Does not apply|
|Number of Pupils||612 (51% boys 49% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||54.7%|
|Pupils with SEN Support||15.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a larger than average sized primary school. The proportion of pupils known to be eligible for the pupil premium, which is additional funding given for children who are looked after, pupils known to be eligible for free school meals and children of service families, is above average. There are three pupils who are looked after by the local authority and no pupils from service families. The majority of pupils are of White British or Pakistani heritage. The proportion of disabled pupils and those with special educational needs, supported through school action, is above average. The proportion supported through school action plus or with a statement of special educational needs is above average. The school has specialist provision for six pupils who have autism. There is Early Years Foundation Stage provision in two Nursery and two Reception classes. About one in four pupils joins or leaves the school at times other than the usual for admission. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils learn well and make good and continuing progress due to the good teaching and well-focused support from other adults. Teaching is good. Improvements in the quality of teaching have been due to the strong leadership in the school. Senior leaders have used accurate observations, assessment information, and checking of pupils’ work to tell teachers how to improve. School leaders are relentless at driving up the standards. They make sure teachers accurately measure the pupils’ skills and knowledge. This information is used to help every pupil learn. Well-planned courses have been successfully introduced and have increased the pupils’ enjoyment. This has resulted in pupils learning more quickly in writing and mathematics. Lessons are well planned and taught at a brisk pace, with a variety of activities to interest the children. Marking clearly shows pupils how to improve their work. Behaviour is good and the pupils want to learn. They get on well together and help each other. They feel safe and are respectful towards each other and adults. Parents, carers and staff are very supportive of the school. The curriculum links to the pupils’ interests and celebrates the many different cultures represented in the school. Governors have a good knowledge of the strengths and weaknesses in the school. They are well informed about the quality of teaching and are aware of the improvements that have been made. It is not yet an outstanding school because: Although the pupils’ progress in writing has rapidly improved, it is not as strong as in reading and mathematics; not enough opportunities are given for pupils to improve their writing in all subjects. Although teaching is good overall, it is not of a consistently high quality to bring about outstanding achievement. More-able pupils do not always receive challenging work.