Oakwell Rise Primary Academy

Name Oakwell Rise Primary Academy
Ofsted Inspection Rating Inadequate
Inspection Date 17 February 2016
Address Doncaster Road, Barnsley, South Yorkshire, S70 1TS
Phone Number 01226281943
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 221 (52% boys 48% girls)
Number of Pupils per Teacher 24.0
Academy Sponsor Wellspring Academy Trust
Local Authority Barnsley
Percentage Free School Meals 42.2%
Percentage English is Not First Language 29%
Persisitent Absence 12.6%
Pupils with SEN Support 23.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is an average-sized primary school. It intends to become an academy by 1 September 2016. The proportion of disadvantaged pupils known to be eligible for support through the pupil premium is well above average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. The large majority of pupils are of White British heritage. There are an increasing proportion of pupils from other White backgrounds, mainly of Eastern European heritage. The proportion of pupils who speak English as an additional language is well above average. The proportion of pupils who have special educational needs or disability is average. The proportion of pupils with a special educational needs statement or an education, health and care plan is below average. The proportion of pupils joining or leaving the school at other than the usual times is well above average. The school does not meet the current government floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. Children in the early years receive part-time education in the Nursery. Children spend either a morning or afternoon in the Nursery. In Reception, they receive full-time education. The two former assistant headteachers have led the school as joint headteachers since September 2015. They have had the support of a national leader of education from Wellspring Academy Trust. There have been substantial changes in staffing since the previous inspection; many teachers are new to the school from 1 September 2015. On 24 September 2015, the local authority served a ‘pre-warning notice’ to the governing body to express its concerns about governance and outcomes for pupils. As a result, a new governing body and a rapid improvement board have been established, both chaired by an external representative experienced in education. The local authority is providing additional external support for the school.

Summary of key findings for parents and pupils

This is an inadequate school Over time, weak teaching has led to pupils making inadequate progress in English, mathematics and a range of subjects across Years 1 to 6. For the past two years, pupils’ outcomes at the end of Year 6 have been below the government’s minimum expectations. Consequently, pupils are not well prepared for their next stage of education. Teachers’ expectations are too low. Work set does not match pupils’ capabilities. It is not challenging enough to help them make rapid progress to overcome their low levels of attainment. Attendance is consistently low and the proportion of pupils regularly absent from school is much higher than average. This lack of commitment to learning impacts badly on pupils’ outcomes. Middle leaders, including subject leaders, have been ineffective in driving up standards and ensuring good teaching. As a result, pupils are underachieving in a wide range of subjects. Over time, inadequate leadership has failed to secure effective teaching and learning and, as a result, pupils’ outcomes are inadequate. Governors have been ineffective in holding leaders to account for the lack of progress made by all groups of pupils, including disadvantaged pupils. The provision in the early years requires improvement as leadership and teaching does not offer sufficient challenge for children to make good progress. Currently, leadership is too reliant on external support to overcome the weaknesses that exist in the school. The school has the following strengths Pupils’ skills in early reading are developing well in Key Stage 1. Parents say that their children are well looked after in school. Leaders have made sure that there are very effective safeguarding procedures in place to protect pupils, particularly the most vulnerable. The new joint headteachers and the new governing body are ambitious for the pupils. They are clear that much has to be done to overcome the challenges within the school Actions taken by the headteachers are showing signs of improvement in the school. Staff are supportive of their drive for improvement.