Oaklands Junior School

Name Oaklands Junior School
Ofsted Inspection Rating Good
Inspection Date 12 September 2011
Address Butler Road, Crowthorne, Berkshire, RG45 6QZ
Phone Number 01344773496
Type Academy
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 253 (50% boys 50% girls)
Number of Pupils per Teacher 24.7
Academy Sponsor The Corvus Learning Trust
Local Authority Wokingham
Percentage Free School Meals 3.6%
Percentage English is Not First Language 10.3%
Persisitent Absence 5.5%
Pupils with SEN Support 4.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is an average-sized school serving mainly the neighbouring residential area around Crowthorne. It shares a site with its partner infant school. The very large majority of the pupils are White British, with fewer than average from other ethnic groups. Far fewer pupils than average speak English as an additional language and none is at an early stage of learning to speak English. The proportion of pupils known to be eligible for free school meals is well below average, as is the proportion of pupils with special educational needs and/or disabilities. No pupils have a statement of special educational need. After-school care is available from an independent provider and is subject to a separate inspection.

Main findings

Oaklands Junior School is a good school. It has improved significantly since the last inspection because of good leadership and management and is continuing to improve quickly. Effective strategies for school improvement are well focused and enabling improvements in the quality of learning, especially for those who were high attaining at age seven. Pupils’ outstanding attendance contributes much to their good progress. The interesting curriculum makes learning enjoyable and relevant for pupils. This, together with the good quality care, support and guidance that pupils receive, enables pupils to achieve well in their academic and personal skills. Pupils grow into mature and confident young people. Pupils behave well and have an outstanding understanding of how to stay safe and how to keep fit and healthy. In particular, safeguarding procedures and the links with parents and carers are outstanding. Most pupils achieve well and, as a result, their attainment is above average overall by the end of Year 6. Almost all pupils make good progress. However, occasionally, a few pupils with special educational needs and/or disabilities make satisfactory rather than good progress and leaders are already working to even this out. Effective action has been taken to improve the quality of teaching and learning and the results can be seen in the improving attainment, especially in reading and mathematics The successful strategies used here are already being adapted for use in improving writing, but attainment in writing, although improved, remains average and progress in writing continues to be an area for improvement. The clear improvement in teaching and learning is largely due to the much-improved use of assessment information. As a result, teachers almost always plan work that challenges all pupils to do their very best. Nevertheless, occasionally some inconsistency remains and in a minority of lessons, work planned is not matched closely enough to the needs of pupils, especially those with special educational needs and/or disabilities and occasionally for the most able in their writing. Leaders have an accurate view of the school’s strengths and weaknesses because : the self-evaluation process is good. Senior leaders have a clear understanding of overall school performance and have already recognised the need to strengthen and extend the way information on data is analysed to give a sharper picture of the performance of different groups of pupils. The driving force behind this school’s success and continued improvement is the strong leadership of the headteacher, who ensures that all members of staff work as a collaborative team. The governing body is involved well in this process. The strengths of the previous inspection have been maintained and built upon and action is already in place to address areas for improvement noted in this report. Standards of attainment are rising faster than those nationally and the overall quality of teaching has improved effectively since the last inspection. These factors indicate a good capacity to improve further.