Oakfield Primary School


Name Oakfield Primary School
Website www.oakfield.n-lincs.sch.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 28 November 2018
Address Morecambe Avenue, Scunthorpe, Lincolnshire, DN16 3JF
Phone Number 01724842246
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 318 (52% boys 48% girls)
Number of Pupils per Teacher 22.1
Local Authority North Lincolnshire
Percentage Free School Meals 15.4%
Percentage English is Not First Language 4.4%
Persisitent Absence 7.9%
Pupils with SEN Support 7.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Oakfield Primary School is larger than the average-sized primary school. The majority of pupils are of White British heritage, with a small proportion coming from minority ethnic groups. The proportion of disadvantaged pupils is in line with the national average. The proportion of pupils with SEND is below the national average, as is the proportion who have an education, health and care plan. A breakfast club is offered by the school. In 2018, the school extended its age range, from 3 to 11 years, to include nursery provision. Formal support has been provided from the local authority. Leaders are currently participating in a peer review programme with colleagues across the local authority that is designed to strengthen the leadership capacity of the school. Since the last inspection, most of the teaching staff and leaders are either new to the school or new to role. This includes the headteacher, who was previously the deputy headteacher of the school. Several governors have been appointed since the last inspection.

Summary of key findings for parents and pupils

This is a school that requires improvement Recently appointed senior leaders are enthusiastic about their roles, and they support the headteacher’s ambition to improve pupils’ outcomes. However, it is too early to evaluate the effect of their work. Many leaders are new to post and, although knowledgeable, do not contribute enough to quality assurance or to securing improvements. Action plans for improvement lack precision. Consequently, improvements in teaching and learning are too slow. The quality of teaching, learning and assessment is variable. Teachers do not insist on the same high standards of pupils’ writing in all subjects, and they do not ensure that activities in reading meet pupils’ needs and abilities consistently. Pupils’ outcomes in key stage 2 improved at the end of 2018. However, in other year groups across the school, pupils’ progress and attainment are more variable, particularly in English. The school’s topic-based curriculum provides pupils with a meaningful context in which to learn. However, for subjects beyond English and mathematics, activities do not build pupils’ knowledge, skills and understanding effectively. The early years leader is knowledgeable about how young children learn and has ensured all welfare requirements are met. However, adults in the early years setting do not provide sufficient challenge across all areas of learning. This affects the proportion of children achieving a good level of development, which is below the national average. The school has the following strengths The headteacher is determined to improve the school. She has managed a period of substantial staff turbulence skilfully and calmly, providing purposeful leadership and a clear direction for future improvement. Leaders promote pastoral care successfully. They ensure pupils’ well-being is paramount. Mathematics is a strength of the school. Governors are skilled professionals who lead the school well. They offer support and challenge to school leaders, and they are clear about the journey of improvement they are on. Pupils behave well and are respectful of each other and of visitors. They are polite, demonstrate good manners and are keen to talk about their work.