|Name||Oakfield First School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 October 2014|
|Address||Imperial Road, Windsor, Berkshire, SL4 3RU|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Local Authority||Windsor and Maidenhead|
|Percentage Free School Meals||5.1%|
|Pupils with SEN Support||14.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This first school is similar in size to the national average for primary schools. Pupils come from a wide range of ethnic backgrounds with the largest group being White British. The proportion of disabled pupils and those who have special educational needs supported at school action is below average. The proportion supported at school action plus or with a statement of special educational needs is above average. The proportion of disadvantaged pupils known to be eligible for pupil premium funding is well below average. The pupil premium is additional government funding for pupils who are known to be entitled to free school meals or are in the care of the local authority. The Early Years Foundation Stage is taught in two Reception classes and children attend school full time for a full year from September. There have been significant changes to the governing body since the previous inspection, including a new chair. The school has a range of awards and recently received its fourth Artsmark gold award.
Summary of key findings for parents and pupils
This is a good school. Pupils make consistently good progress in reading, writing and mathematics. When pupils leave the school in Year 4, their attainment is above average. Attainment at Key Stage 2 has been above the national average for three years. More pupils achieved the higher grades than in schools nationally. Teaching is consistently good. Reading, writing and mathematics are all taught well. Teachers ensure pupils learn well and that work is interesting for them. The skills of teaching assistants are well used. They make a positive contribution to the learning of disabled pupils and those who have special educational needs. When pupils are at risk of falling behind, the school works particularly well with parents to support their children’s learning. Pupils’ behaviour is good in lessons and around the school. Their positive attitudes to learning support their good progress. Pupils say that they feel safe in the school. The vast majority of parents responding to the online and school surveys agree with this view. The headteacher is passionate about the wide range of additional activities, including the arts and music, which enrich the life of the school. These give pupils memorable experiences, including singing with other schools in large concert venues. Leaders, managers and governors have ensured that teaching and achievement have continued to improve and are good. Governors are a particular strength of the school. They carefully balance their roles of providing both support and challenge to school leaders. It is not yet an outstanding school because : Teaching is not outstanding overall. Sometimes, teachers do not have high enough expectations or provide enough challenge for pupils. They do not always ensure they write regularly. Some marking does not show pupils the next steps to improve their work. The Early Years Foundation Stage requires improvement. Work is not always hard enough so children do not achieve as well as they should. Staff do not check on children’s progress regularly enough to make sure they achieve well.