Oak Lodge Primary School

Name Oak Lodge Primary School
Website www.oaklodge.bromley.sch.uk
Ofsted Inspection Rating Good
Inspection Date 20 June 2019
Address Chamberlain Crescent, West Wickham, Kent, BR4 0LJ
Phone Number 02088196996
Type Academy
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 603 (52% boys 48% girls)
Number of Pupils per Teacher 23.0
Academy Sponsor Compass Academy Trust
Local Authority Bromley
Percentage Free School Meals 7%
Percentage English is Not First Language 6.3%
Persisitent Absence 5%
Pupils with SEN Support 8.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school, located in an area of very low deprivation. The majority of pupils are from a White British heritage. Oak Lodge is a sponsored academy within the Compass Trust. The school has a local governing body with full responsibility for the school. The proportion of disadvantaged pupils is lower than the national average. The proportion of pupils with SEND is below national average. Similarly, the proportion of pupils who have an education, health and care plan is below the national average. The proportion of pupils who speak English as an additional language is lower than the national average. The school runs breakfast and after-school clubs. The early years consists of Reception children only.

Summary of key findings for parents and pupils

This is a good school Leaders and governors have an accurate understanding of the school’s priorities. They work well together to lead an ambitious school. The quality of teaching, learning and assessment is good. This is because teachers plan lessons which ensure that pupils make good progress across the curriculum. At the end of key stage 2, the proportion of pupils reaching the highest standard in reading, writing and mathematics is above the national average. Leaders use additional funding effectively, which ensures that disadvantaged pupils make good progress. The attainment gap between these pupils and their peers is closing. Teaching has a positive impact on pupils’ learning. However, teachers’ expectations of pupils’ learning vary because teachers do not always readily adjust their teaching to respond to their pupils’ needs, especially in English and mathematics. Governors and leaders have ensured that the curriculum is broad and balanced. It provides pupils with the knowledge and skills they require for the next stage of their education. Middle leaders are keen to improve the teaching of reading in the school. Nonetheless, their monitoring and evaluation of work is not always sharp enough. Safeguarding is effective. Governors fulfil their statutory duties and ensure that pupils are safe. Personal development, behaviour and welfare are outstanding because pupils demonstrate exemplary conduct and behaviour, while observing the school rules. Parents are very positive towards the school’s leadership and the impact it has on pupils’ progress. Children in early years make very strong progress and the provision is outstanding. Teachers use their in-depth knowledge and understanding of how children learn, in order to accurately assess the children in the school. Leaders ensure that the school values permeate all aspects of the curriculum. As a result, pupils are confident and self-assured. Leadership of special educational needs and/or disabilities is strong. As a result, pupils with SEND are well supported to make strong progress across the curriculum. The effective teaching of writing ensures that pupils perform exceptionally well at the end of key stage 2, compared with the national average. Phonics teaching at the school is strong. However, pupils do not routinely apply their phonics skills in writing across the curriculum. ,