|Name||Oakthorpe Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 March 2019|
|Address||Tile Kiln Lane, London, N13 6BY|
|Religious Character||Does not apply|
|Number of Pupils||543 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.5|
|Percentage Free School Meals||16.9%|
|Percentage English is Not First Language||55.8%|
|Pupils with SEN Support||11.8%|
|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. Prior to joining the Reception class, children attend a large number of pre-school settings. The current headteacher joined the school in September 2018. Pupils come from a wide range of ethnic backgrounds. Over half of the pupils speak English as an additional language. Pupils from any other White background are a significant group. The proportion of disadvantaged pupils is significantly above the national average. The proportion of pupils with SEND is significantly above the national average. The school provides a breakfast club and after-school activities, run by school staff. A private company manages the after-school club.
Summary of key findings for parents and pupils
This is a good school School leaders, governors and staff share a vision for all pupils to achieve well. Leaders are ambitious, and continually seek ways to improve outcomes for pupils. Leaders accurately assess the school’s strengths and areas for development. They focus on improving progress and attainment in reading and mathematics. Current evidence shows that most pupils make good or better progress in these subjects. Teaching and learning is good. However, in some lessons, opportunities for correcting pupils’ misconceptions are missed. Staff value the high-quality professional development they receive from leaders and 2 Schools Consortium, Oakthorpe’s initial teacher training provision. Teachers improve their practice through mentoring and team work. Strong links with other schools provide opportunities for research and innovation. Leaders and governors carefully target the use of additional funding to ensure that disadvantaged pupils achieve as well as other pupils. Pupils receive a rich and creative curriculum, which includes a wide range of extra-curricular activities. Leaders and teachers prioritise pupils’ social and personal development. However, the wider curriculum does not take account of all pupils’ needs to deepen their learning. The quality of provision in the early years is good. Staff plan exciting learning experiences that develop children’s literacy and numeracy skills in the classroom. More work is required to provide similar opportunities in the outdoor learning space. Pupils are proud of their school. They behave well in lessons and around the school. Staff develop positive relationships with all pupils. Safeguarding is effective.