|Name||Oak Hill Church of England Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||21 March 2018|
|Address||Junior Base, School Road, Alderton, Tewkesbury, Gloucestershire, GL20 8NP|
|Religious Character||Church of England|
|Number of Pupils||69 (47% boys 53% girls)|
|Number of Pupils per Teacher||13.3|
|Percentage Free School Meals||15.9%|
|Percentage English is Not First Language||0%|
|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
The school is smaller than the average primary school. The school is located within two villages and has a split site. The majority of pupils attending the school are of White British heritage. The proportion of pupils the school receives funding for who are in receipt of pupil premium funding is well below the national average. The proportion of pupils who have SEN and/or disabilities is in line with the national average. The number of pupils who have education, health and care plans is in line with the national average. In 2016 and 2017, the school did not meet the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress at the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement School leaders and governors have not rigorously checked that teaching and learning are consistently strong across the school. Although the attainment of pupils at the end of Year 6 is improving, pupils’ progress is not good enough, especially in mathematics. Teachers’ expectations are not high enough for different groups of pupils and in all age groups. Therefore, pupils do not make the progress they are capable of. The most able pupils do not make enough progress to enable them to achieve at higher standards. This is because teachers do not provide them with learning that is sufficiently challenging. Teaching in the early years is not specifically targeted to ensure that children make the progress they are capable of achieving. Teachers do not ensure that pupils use calculation skills to enable them to solve mathematical problems. In writing, teaching does not consistently develop pupils’ understanding and application of key skills such as use of grammatical features and a range of punctuation. Middle leaders are new to post. They have not had sufficient training to enable them to support teachers to use assessment to help improve teaching, learning and outcomes. The school’s current plan for improvement does not provide governors with specific success criteria. This means that they cannot effectively check the progress and impact of these plans on pupils’ outcomes. The school has the following strengths The headteacher has had a positive influence on pupils’ attainment, which is improving. He is ambitious for the school’s further development. Leaders have developed the school’s core values well. Pupils speak confidently of these and how they can apply them to their lives. Safeguarding is effective. Leaders have created a culture of vigilance. Pupils report that they feel safe in school. Pupils’ conduct around school is good. They are polite and show respect to each other. Relationships between pupils and adults are positive.