|Name||Oakwood Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 November 2016|
|Address||Sandpiper Road, Southampton, Hampshire, SO16 8FD|
|Religious Character||Does Not Apply|
|Number of Pupils||410|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||16.6%|
|Percentage English is Not First Language||15.6%|
|Pupils with SEN Support||13.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oakwood Primary School is larger than the average primary school. This was the first inspection since Oakwood Primary School came into existence in January 2014, after the amalgamation of the separate Oakwood Infant and Junior Schools that occupied the site previously. The current headteacher was previously the headteacher of Oakwood Junior School and took up his present appointment when the schools amalgamated. Both Oakwood Infant and Junior Schools had been judged to be good at their last inspections. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The proportion of pupils supported by the pupil premium is broadly average. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher leads the school with a clear vision. His high aspirations ensure that the school continues to improve. The recent amalgamation of the previous infant and junior schools to form one primary school was accomplished extremely well. The school is a happy place to be. Pupils, staff and parents show a genuine and mutual respect for each other. The school’s curriculum is a strength. Pupils enjoy coming to school because of the wide range of interesting things they learn about. A well-established culture of respect for the rights of others sits at the heart of the school, impacting very positively on the personal development and welfare of pupils. Leaders work well together as a collegiate team. However, the headteacher knows middle leaders are keen to have more of a role in improving the quality of teaching and learning. Governors are clear about the strengths of the school. They are not sufficiently well informed about pupils’ academic progress to hold school leaders more fully to account. The quality of teaching, learning and assessment ensures that the majority of pupils make good or better progress in most subjects and across each phase of the school. The most able pupils, including those from disadvantaged backgrounds, make good progress, especially in key stage 2. Progress in reading at key stage 2 is slower. Pupils who have special educational needs and/or disabilities do well because of the good quality of provision they receive. Children in the early years get off to a good start. They enjoy coming to school and are very keen to learn about new things. Pupils from disadvantaged backgrounds do well here. School leaders ensure that their academic and pastoral needs are given equal priority. Pupils conduct themselves exceptionally well both in and out of the classroom. They strongly disapprove of behaviour which disrupts learning or makes others feel unhappy. The school’s new system to track pupil progress needs further refinement to become fully effective.