|Name||Oakhill Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 June 2019|
|Address||Doncaster Road, Ardsley, Barnsley, South Yorkshire, S71 5AG|
|Number of Pupils||308 (46% boys 54% girls)|
|Number of Pupils per Teacher||20.6|
|Academy Sponsor||Wellspring Academy Trust|
|Percentage Free School Meals||6.2%|
|Percentage English is Not First Language||3.9%|
|Pupils with SEN Support||12.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oakhill Primary Academy converted to become an academy under the Wellspring Academies Trust in September 2016. When its predecessor school was last inspected by Ofsted, it was judged to require special measures. The school is also one of three schools in the Barnsley Primary Partnership, which is overseen by an executive principal. The school’s headteacher was appointed in June 2018. One of the assistant headteachers took up her post in September 2018. The proportion of pupils supported through the pupil premium is below average. The proportion of pupils with SEND, who are supported by an education, health and care plan, is broadly average. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language or who are from minority ethnic groups is below the national average. The school has a resource base for pupils with SEND who have speech, language and communication needs. Pupils in the resource base come from different primary schools in the local authority, spending approximately four terms in the resource base.
Summary of key findings for parents and pupils
This is a good school After a period of instability, a permanent headteacher is now in place who is ensuring that pupils’ needs are put first. Attainment is rising and teaching is strong. Governors provide a good level of challenge and support to school leaders. The work the school does with its two partner primary schools underpins the rapid progress the school has made since it opened. The curriculum is rich in its extra-curricular programmes and in English and mathematics. Further improvements are needed to ensure that the curriculum in humanities and science is as strong. Teachers know how to get the best out of pupils. They question pupils well. Teaching assistants support pupils effectively. Most-able pupils are not always challenged as well as they might be. Reading and phonics are taught well. However, pupils’ vocabulary is sometimes not as rich and varied as it could be. Pupils take on responsibilities willingly. They know how to keep safe. Bullying is a rarity. Inspectors were impressed with pupils’ manners. They behave well both in and out of the classroom. Attendance is average but affected disproportionately by pupils taking holidays during term time. Attainment has risen sharply as a result of better teaching and more permanent teaching staff. Outcomes are now at least average in both key stage 1 and key stage 2. Pupils with special educational needs and/or disabilities (SEND) are well supported but their targets lack some sharpness. In the early years, children thrive as a result of high-quality teaching, leadership and clear routines being in place. The outdoor area in the early years does not offer rich, stimulating activities for children to develop literacy and numeracy.