Oakridge School

Name Oakridge School
Website http://www.oakridgehighwycombe.co.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 02 May 2018
Address Oakridge Road, High Wycombe, Buckinghamshire, HP11 2PN
Phone Number 01494520341
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 445
Number of Pupils per Teacher 19.6
Local Authority 825
Percentage Free School Meals 21.7%
Percentage English is Not First Language 71.7%
Persisitent Absence 12.8%
Pupils with SEN Support 10.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

This is a larger-than-average-sized primary school. Most of the school population are from minority ethnic backgrounds, with the largest group being Asian or Asian British Pakistani. The proportion of pupils who speak English as an additional language is well above average. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils supported by the pupil premium funding is average. The school met the 2017 government floor standard that sets out the minimum expectations for pupils’ attainment and progress for primary schools. The school offers a breakfast club and after-school club. There have been considerable staff changes since the last inspection, with the appointment of a new headteacher, a seconded deputy headteacher and two new assistant headteachers. The governing body has changed considerably, with a new chair and several new members.

Summary of key findings for parents and pupils

This is a school that requires improvement The school has not maintained the good quality of education since the previous inspection. This is mainly due to significant and frequent changes of staffing at all levels. Teaching over time has not been good enough. Teachers’ expectations of what pupils can do and achieve are too low and vary too widely. Often, the challenge for the most able pupils is not high enough. Subject leaders do not check on the quality of teaching and learning effectively in their subjects. As a result, teaching and learning are not typically good or better. While the attendance of pupils is beginning to improve, it is still below the national average. Pupils in Years 3 to 6 do not make enough progress from their starting points. Their achievement is below that of other children nationally. Pupils do not have opportunities to apply their mathematical knowledge in reasoning and solving problems. This impacts on the rate of progress they make within the subject. Disadvantaged pupils were not supported effectively last year. Consequently, they did not make rapid progress. However, support for current disadvantaged pupils is improving their achievement. Governors do not hold leaders sharply to account for the progress particular groups of pupils make, including those eligible for free school meals. As a result, governors do not ensure that all pupils achieve well. The school has the following strengths Children make good progress in the early years as activities are well planned. The teaching of phonics (letters and the sounds they represent) is good. Pupils in Year 1 have good reading skills. Pupils’ personal development, behaviour and welfare are good. Pupils behave well in lessons and around the school. Staff say they are proud to be part of the school community and show great commitment to tackling the issues identified by the new headteacher. Pupils’ spiritual, moral, social and cultural development is a strong feature of the school. Pupils value and respect everyone equally, regardless of race, ethnicity or belief.