Oakway Academy


Name Oakway Academy
Website http://www.oakwayacademy.org.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 02 April 2019
Address Off Oakway, Wellingborough, Northamptonshire, NN8 4SD
Phone Number 01933678714
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 588
Number of Pupils per Teacher 18.6
Academy Sponsor Hatton Academies Trust
Local Authority 928
Percentage Free School Meals 24%
Percentage English is Not First Language 44.2%
Persisitent Absence 11.4%
Pupils with SEN Support 14.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is part of the Hatton Academies Trust. The school does not have a local governing body. The board of trustees is fully responsible for governance of the school. At the time of the inspection, the head of primary education for the trust was also the acting CEO. Oakway Academy is larger than an average-sized primary school. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are above those seen nationally. The proportion of disadvantaged pupils is above the national average. The proportion of pupils with SEND is similar to the national average.

Summary of key findings for parents and pupils

This is a school that requires improvement The quality of teaching and pupils’ learning and progress are inconsistent. Some pupils do not achieve as well as they should. Leaders have not ensured that some of their initiatives are applied consistently well. Those responsible for governance are not as effective as they could be in holding the school to account. Teachers sometimes do not ensure that pupils, including those who speak English as an additional language, understand and use important vocabulary in different subjects. Sometimes, teachers do not use information about pupils’ learning well enough. They do not address pupils’ misconceptions or match work to pupils’ abilities consistently well. Teachers are sometimes not effective in planning sequences of lessons, over time, that carefully build pupils’ knowledge, skills and understanding. Pupils’ writing is sometimes let down by weak spelling, grammar and punctuation. Teachers are sometimes less effective in ensuring that pupils consolidate and apply their phonics skills in their writing. The school has the following strengths Leaders are improving standards. They are establishing a culture of higher expectations. Relationships are positive. There is an ethos of mutual respect. Children make good progress from their starting points in the early years. Staff promote pupils’ personal development very well. Pupils are taught to have increasingly high aspirations for themselves. Teachers have secure subject knowledge. Teaching assistants are deployed well. Pupils behave well at all times of the school day. They have good manners. The quality of teaching is improving. Pupils, including those who are disadvantaged, are making improving progress. Outcomes are improving. The school provides a broad and balanced curriculum that is enhanced very well by a wide range of extra-curricular opportunities.