|Name||Oakley Cross Primary School and Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 May 2018|
|Address||Lomond Walk, West Auckland, Bishop Auckland, County Durham, DL14 9UD|
|Religious Character||Does Not Apply|
|Number of Pupils||172|
|Number of Pupils per Teacher||14.9|
|Percentage Free School Meals||27.7%|
|Percentage English is Not First Language||3.5%|
|Pupils with SEN Support||16.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The headteacher took up post in the autumn term 2014, shortly after the previous inspection. There have been a number of staffing changes since then. Recently, a new lead for the early years section has taken up post. Since the previous inspection, the school has opened provision for two-year-olds. The school meets the government’s current floor standards. The school serves its local community. The vast majority of pupils are from White British backgrounds. A small proportion of pupils are from Gypsy and Roma backgrounds. The school has been awarded UNICEF’s level 2 Rights Respecting School award and has achieved International School status. The school does not currently use alternative education providers. The school is supported through the local authority’s school improvement service.
Summary of key findings for parents and pupils
This is a good school The headteacher and governors share a strong vision and determination to promote pupils’ personal development. They are committed to ensuring that pupils achieve highly. Staff are motivated by this vision in their day-to-day work with pupils. As a result, the school is improving. Pupils feel safe and know how to stay safe. They are cared for well and trust adults in the school to help them if they have a worry. Pupils have very positive attitudes to their learning and behave well. Attendance has improved over time. Pupils are self-confident. They show pride in their school. Pupils understand the importance of healthy exercise and food. Their very positive relationships with each other and staff support their emotional well-being well. Pupils understand the importance of respect for people from different backgrounds, beliefs and traditions. They make a contribution to their local community and wider society. Pupils’ personal development is a strength of the school. Teachers and classroom staff plan interesting and engaging lessons. As a result, pupils respond positively and make good progress across a range of subjects. Occasionally, teachers miss opportunities to challenge pupils to re-apply their learning. Early years, including the provision for two-year-olds, is well led. Children are kept safe. Children have many opportunities to flourish across a wide range of development areas. Leaders tackle underperformance systematically and rigorously. As a result, rates of progress are improving quickly overall. Boys’ progress in reading is improving quickly in almost all classes but has not yet closed the gap with girls’ achievement. Governors have a good knowledge of the school’s strengths and weaknesses. With senior leaders, they use resources and staff skills well to enhance the impact of teaching. They target the correct areas for improvement, providing challenge and support. However, governors do not check early enough that good progress is made to address the school’s key priorities.