Oakridge Parochial School


Name Oakridge Parochial School
Website http://www.oakridgeschool.org.uk
Ofsted Inspection Rating Good
Inspection Date 17 November 2011
Address Oakridge Lynch, Stroud, Gloucestershire, GL6 7NR
Phone Number 01285760269
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 37 (67% boys 33% girls)
Number of Pupils per Teacher 13.0
Local Authority Gloucestershire
Percentage Free School Meals 2.7%
Percentage English is Not First Language 0%
Persisitent Absence 7%
Pupils with SEN Support 27%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Oakridge Parochial is a very small primary school. The pupils are taught in two mixed-age classes that group Years 1 and 2 with the Reception Year and Years 3 to 6 together. Nearly all the pupils come from White British backgrounds and all speak English as their main language. The proportion of pupils with special educational needs and/or disabilities is below average. The proportion of pupils known to be entitled to free school meals is low. In April 2011, the school entered into a formal management partnership with another primary school in the area. The headteacher of Oakridge Parochial School was appointed executive headteacher of both schools.

Main findings

Oakridge Parochial is a good school. Under the steadfast leadership of the headteacher, it has made significant improvement in recent years. All staff and members of the governing body support the headteacher’s high expectations fully and show a strong collective drive for continual refinement of practice and raising of achievement. The rise in attainment is an example of the very well-focused drive for improvement. In 2011, attainment was the highest for many years and consolidated the trend to above average results. The work in pupils’ books and as observed in lessons underlines the trend very clearly. The pupils make good progress from their starting points. There are good procedures in place to track pupils’ progress and check the quality of provision. They give the necessary realism to school self-evaluation. Staff and the governing body use data to set ambitious targets and to identify the essential priorities for improvement. Behaviour, pupils’ feelings of safety and security in school, and the quality of care, guidance and support are already outstanding. The drive to raise other elements of the school’s performance to a similar high quality is very evident. The capacity to sustain improvement is good. The quality of teaching and learning is good. That includes the Early Years Foundation Stage, where provision was identified as a major improvement priority at the time of the previous inspection. Now, children in the Reception Year thrive and have great fun in learning, which enables them to progress well. They show great responsibility, independence and initiative. A strength of teaching throughout the school is the matching of work to individual pupils’ abilities. Thus, those with special educational needs and/or disabilities and those who have been identified as gifted and talented are as successful as other pupils. The curriculum is planned well to provide appropriate opportunities for the development of basic skills of literacy, numeracy and information and communication technology. There are good links between subjects and the programme of out-of-school activities is broadly based for a small school. As yet, the curriculum does not capitalise fully on pupils’ enthusiasms, interests or creative abilities. School leaders recognise that is a key area for future improvement and are implementing plans to turn the good curriculum into an outstanding one by drawing on the pupils’ personal and academic achievement in an even more exciting manner than at present. The recently established formal partnership with another local primary school is already contributing positively to the school’s performance, as staff work together to improve provision in their respective schools. It is too early in the partnership for the full impact of the initiatives to be assessed. Whilst the school’s links with parents and carers are good and parents and carers view the school positively, a considerable proportion has qualms about the impact of the partnership on the way the school is led and managed on a day–to-day basis. The headteacher and senior staff are committed to ensuring pupils at Oakridge Parochial gain, rather than lose, from the collaborative arrangements and that the good equality of academic and personal opportunity is maintained.