Oakley Vale Primary School


Name Oakley Vale Primary School
Website www.oakleyvaleprimary.org/
Ofsted Inspection Rating Good
Inspection Date 13 June 2017
Address Cheltenham Road, Corby, Northamptonshire, NN18 8RH
Phone Number 01536461199
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 418 (45% boys 55% girls)
Number of Pupils per Teacher 25.5
Academy Sponsor The Brooke Weston Trust
Local Authority Northamptonshire
Percentage Free School Meals 7.4%
Percentage English is Not First Language 31.3%
Persisitent Absence 7.3%
Pupils with SEN Support 8.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Oakley Vale Primary School is larger than most primary schools. It is part of the Brooke Weston Trust. The proportion of pupils from minority ethnic backgrounds is higher than the national average. The percentage of pupils eligible for the pupil premium is much lower than the national average for primary schools. The overall percentage of pupils who have special educational needs and/or disabilities is around 9%. This is lower than the national average for primary schools. However, the percentage of pupils with a statement of special educational needs or an education, health and care plan is twice the national average.

Summary of key findings for parents and pupils

This is a good school The principal and governing body have acted decisively to provide a clear direction for the school. This has led to improvements in all aspects of the school’s work. The partnership with Brooke Weston Trust contributes extensively to the overall effectiveness of the school. The school has undergone a significant change in culture, ethos and ambition. Leaders and teachers now have much higher expectations of what pupils can achieve. Leaders at all levels have a precise and accurate view of the quality of teaching. They act swiftly to address any underperformance. Leaders have put effective support in place for teachers to learn from best practice in the school and elsewhere. Staff are highly motivated to work together to improve their practice. Subject leaders check the standards of teaching and the progress pupils make in their subject. They make effective contributions to the planning and development of teaching. Teachers plan interesting lessons and the curriculum is enriched by a wealth of stimulating activities. Consequently, pupils are enthusiastic learners and are keen to attend school. Pupils behave well in lessons and at different times during the school day. Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, make good progress from their starting points. Children in Reception make good progress from their starting points. The early years leader has clear plans for securing further improvement. Typically, work is well matched to pupils’ individual abilities. However, challenge for the most able pupils is not yet consistent. Pupils do not consistently apply and develop their mathematics skills in other subjects. Teachers do not provide sufficient opportunities for all pupils to write at length in English and in other subjects.