|Name||Oakfield Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||05 June 2018|
|Address||Sylvia Crescent, Totton, Southampton, Hampshire, SO40 3LN|
|Religious Character||Does not apply|
|Number of Pupils||184 (49% boys 51% girls)|
|Number of Pupils per Teacher||17.1|
|Academy Sponsor||Gateway Multi Academy Trust|
|Percentage Free School Meals||14.5%|
|Percentage English is Not First Language||1.6%|
|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 average. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils from minority ethnic backgrounds is below the national average, as is the proportion of pupils who speak English as an additional language. Around a quarter of the pupils are disadvantaged, which is broadly average. There are breakfast and after-school clubs managed by the governing body and run by the school’s staff. The school does not meet the government’s floor standard, which sets the minimum expectations for attainment and progress for the end of key stage 2. The school was led jointly on a temporary basis by two headteachers from September 2017 to the end of the spring term. The current headteacher took up post at the beginning of the summer term. The local authority is providing support for school leaders.
Summary of key findings for parents and pupils
This is an inadequate school There has been an absence of effective leadership during the four years since the last inspection. The school has lacked direction, purpose and vision. Leaders had not sustained good teaching and learning or halted the decline in pupils’ outcomes or behaviour. Until recently, leaders and governors have not had an accurate view of the school’s performance. Their ability to check the quality of teaching and keep a close eye on pupils’ progress has been constrained by the lack of reliable assessment information. Progress in reading, writing, mathematics and science is too variable. The standards achieved by pupils in key stage 1 and key stage 2 are lower than those expected for their age. Although parents and pupils think that behaviour has improved, many consider the attention given to pupils’ concerns, including bullying, is not consistently effective. Teachers in key stage 1 do not routinely use assessment to plan learning and set tasks that meet the individual needs of pupils. They do not have sufficiently high expectations of pupils, particularly the most able. Leaders and governors have not ensured that the school provides a curriculum that leads to good progress in different subjects and systematically promotes pupils’ personal development. Teaching in the early years is not strong enough to ensure that children are sufficiently challenged to achieve well, especially when choosing their own activities. The school has the following strengths The new headteacher and subject leaders have an accurate picture of the school’s weaknesses and are beginning to bring about improvements. They have united the staff team and injected a sense of common purpose. Teaching in key stage 2 is improving rapidly, resulting in pupils making stronger progress. Pupils who have special educational needs (SEN) and/or disabilities benefit from effective support. Behaviour is improving. Pupils are polite and friendly and feel safe. Attendance has improved and is above average.