|Name||Oaklands Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 March 2012|
|Address||Butler Road, Crowthorne, Berkshire, RG45 6QZ|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||20.7|
|Academy Sponsor||The Corvus Learning Trust|
|Percentage Free School Meals||3%|
|Percentage English is Not First Language||9.5%|
|Pupils with SEN Support||11.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Oaklands Infants is a smaller than average-sized school. The great majority of pupils are of White British heritage and a very small number are at the early stages of learning English. The proportion of pupils known to be eligible for free school meals is low. The proportion of pupils with disabilities and those with special educational needs is low. The school meets the current floor standard, which set the minimum expectations for pupils’ attainment and progress.
This is a good school. Pupils achieve well, and their progress is improving. Teaching is good and meets the learning needs of pupils well. Pupils’ behaviour is good. The school provides good care for its pupils and ensures that they are safe. Leadership and management are effective and prioritise raising attainment. The school is not outstanding because pupils make good rather than outstanding progress. This is because occasionally teaching does not challenge pupils enough, and marking in mathematics is not always detailed enough. Occasionally, pupils’ spelling and punctuation are inaccurate. Children’s progress in Reception exceeds expectations and, by Year 2, attainment is above average and often high. Pupils read and write well by the end of Year 2 and have good mathematical skills. Their progress is good. Teaching is usually good. Lessons are interesting and work is mostly challenging and fast paced. Questioning is good and pupils are encouraged to work independently and in small groups. Marking is good in English, but in mathematics there is not the same high quality of information about how well pupils are making progress, what they need to do to improve their work and what their targets are. Pupils behave well, even when they find the work a little easy. Unacceptable behaviour is very rare, bullying even rarer and pupils say that both are dealt with extremely well. Pupils feel safe, and procedures ensure they are safe at all times. Leaders have an accurate view of the school’s strengths and weaknesses. They take rapid action to deal with weaknesses in all aspects of the school’s work. Leaders manage teachers’ performance well. They set targets closely linked to the school’s improvement priorities and provide a wide range of professional development to support established and new staff well.