|Name||Oaksey CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 October 2013|
|Address||The Street, Oaksey, Malmesbury, Wiltshire, SN16 9TG|
|Religious Character||Church of England|
|Number of Pupils||79 (41% boys 59% girls)|
|Number of Pupils per Teacher||15.5|
|Percentage Free School Meals||1.3%|
|Percentage English is Not First Language||3.8%|
|Pupils with SEN Support||26.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oaksey Primary School is smaller than the average-sized school. About one half of pupils are drawn from Oaksey village and others come from outside the immediate area. Almost all pupils are of White British heritage. The pupils are taught in four classes: Reception; Years 1 and 2; Years 3 and 4; and Years 5 and 6. The proportion of disabled pupils and those with special educational needs supported by school action is above average. The proportion supported at school action plus or with a statement of special educational needs is below average. The proportion of pupils supported by the pupil premium, which provides additional funding for children in the care of the local authority, pupils known to be eligible for free school meals and other groups, is low. Currently, the school’s only pupils eligible for this support are those known to be entitled to free school meals. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. By the end of Year 6, attainment in reading, writing and mathematics is above average. Achievement in mathematics has remained a strength since the time of the previous inspection. Pupils make good progress in reading, writing and mathematics because they are well taught across the school. Teaching assistants often provide effective support to pupils. Good use of discussion and questioning by teachers helps pupils to develop their ideas and understanding well. In lessons, pupils work together confidently and help each other a lot when working on shared tasks. Pupils use learning targets well to help them assess their own work and identify what they need to do to improve. Pupils have very positive attitudes to learning and behave well. They say there is rarely any misbehaviour. Pupils feel very safe in school. They have a great deal of confidence in the adults who look after them. Leadership and management are good because : leaders have taken action resulting in improved pupils’ progress in reading and writing. Leaders make regular checks on the quality of teaching to promote improvement. Governors evaluate the impact of spending decisions carefully and are very ready to question the headteacher about improvement. It is not yet an outstanding school because : Leaders’ feedback to teachers about how to improve, and other support provided, has not been targeted sharply enough to promote outstanding teaching. The pace of learning in a few lessons is not consistently brisk and, occasionally, activities provided are too easy or difficult for pupils. Information about pupils’ progress is not always clear enough to allow governors to hold the headteacher and other staff fully to account for the progress made in each class by different groups of pupils.