|Name||Oakhill Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 January 2019|
|Address||Rookery Lane, Oakhill, Stoke-on-Trent, Staffordshire, ST4 5NS|
|Religious Character||Does not apply|
|Number of Pupils||426 (48% boys 52% girls)|
|Number of Pupils per Teacher||20.3|
|Academy Sponsor||Orchard Community Trust|
|Percentage Free School Meals||33.1%|
|Percentage English is Not First Language||13.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oakhill is larger than the average-sized primary school. The large majority of pupils are from white British families. The percentage of pupils who speak English as an additional language is relatively small, compared to the national average. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils with special educational needs and/or disabilities is above the national average. The school runs a breakfast club. The school is due to become an academy and join a new multi-academy trust with other local schools very shortly.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching and learning is too variable to secure consistently good outcomes for all pupils. Gaps remain between the achievements of boys and girls and disadvantaged and other pupils in too many classes. Teachers’ subject knowledge is not consistently strong. Teachers’ high expectations of what pupils can achieve are not always high enough. Teachers do not use assessment information consistently well. Many learning tasks do not provide sufficient challenge for all pupils, including the most able pupils. Pupils do not make sufficient progress in writing. They have too few opportunities to develop their skills by writing at length. Leaders and governors have not ensured that the impact of teaching and interventions is evaluated rigorously enough. There is a lack of clarity over leadership of literacy. Subject leaders do not currently check on pupils’ progress or monitor the impact of teaching in their subjects effectively enough. Good practice is not shared between teachers. Not enough pupils achieve at the higher standard in mathematics by the end of key stage 2. Teachers do not support pupils effectively to explain their answers and apply their problem-solving skills independently in mathematics. Some pupils are unable to apply their phonics skills when reading independently. The school has the following strengths Senior leaders are committed to improving outcomes. They have identified the correct priorities for improvement. Governors are supportive of leaders and are determined to make sure that differences in outcomes between disadvantaged pupils and others are eradicated. Pupils behave very well in lessons and around the school. They are caring and supportive towards each other. They enjoy coming to school. Outcomes are improving. More pupils are now attaining the expected standards for their age throughout the school. Attendance is improving because staff provide effective care and support to pupils and their families. Safeguarding is effective. Pupils say they feel safe in school. Staff know the children well. Parents value the caring support provided. Children make good progress in the early years. The wider curriculum is well planned.