Oakfield Primary Academy

Name Oakfield Primary Academy
Website http://www.oakfield-dartford.co.uk
Ofsted Inspection Rating Good
Inspection Date 27 November 2014
Address Oakfield Lane, Dartford, Kent, DA1 2SW
Phone Number 01322220831
Type Academy
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 719
Number of Pupils per Teacher 21.8
Academy Sponsor The Galaxy Trust
Local Authority 886
Percentage Free School Meals 15.8%
Percentage English is Not First Language 26%
Persisitent Absence 11.7%
Pupils with SEN Support 7.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Oakfield Community Primary School is much larger than an average-sized primary school. The school is part of the Galaxy Federation, a federation of Oakfield Community Primary School and Temple Hill Primary School, both in Dartford. An executive headteacher has oversight of both schools, with a shared governing body. Some staff have responsibilities across both schools. The school has an ethnically diverse intake, although the large majority of pupils are of White British heritage. There is a very small group of pupils of Gypsy/Roma heritage. Around one in every five pupils is at an early stage of learning to speak English. At about one in every five, the proportion of disabled pupils and those who have special educational needs is above the national average. In September 2014, the school established a specialist resourced provision for pupils with autistic spectrum disorder with a potential capacity of 12 pupils. This provision is still at an early stage of development. It accommodates three pupils at present, all from the Reception year. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress. The proportion of disadvantaged pupils eligible for support through the pupil premium is about one in every three pupils and is above the national average. This is additional funding for pupils known to be eligible for free school meals and those who are looked after. There are 22 classes. Nursery children in the Early Years Foundation Stage attend either a morning or an afternoon session. Reception children, all of whom attend full-time, are taught in three Reception classes. There are three classes in each year across the school. There is a children’s centre on the school site. This is managed and inspected separately. The school offers both a breakfast and an after-school care club as part of its extended provision. Both were reviewed as part of the inspection.

Summary of key findings for parents and pupils

This is a good school. Standards have risen and are well above average in mathematics and in English grammar, punctuation and spelling. Pupils make outstanding progress in mathematics. Pupils at an early stage of learning English make rapid progress and achieve well because of the high-quality support they receive. Early Years Foundation Stage provision is good and pupils make good progress. The school works hard to meet the needs of all pupils. Disadvantaged pupils are learning more rapidly so that the gaps between their attainment and that of their peers, both in school and nationally, are closing. Pupils show good attitudes to learning in most lessons, feel very safe and behave well. Teaching is good. Pupils are appropriately challenged to make good progress in most lessons. Systems for checking pupils’ progress are well established. Leadership is effective. The school continues to improve. School leaders at all levels are highly committed to the community and constantly seek improvement in the opportunities they provide for pupils. Any weaknesses are rapidly addressed. Middle leaders are committed and effective. Extra-curricular provision is extensive and well supported. Governance has improved, as a result of recent changes in personnel. Governors are well informed about pupils’ achievement and the quality of teaching and are increasingly effective in driving improvement. It is not yet an outstanding school because : Pupils do not make as rapid progress in reading as they do in mathematics or in writing. Not all pupils have well-formed, legible handwriting. Evaluations of teaching are not recorded with sufficient rigour. Areas for development are not always explicitly defined.