|Name||Oakwood Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 December 2018|
|Address||Cotswold Road, Cheltenham, Gloucestershire, GL52 5HD|
|Number of Pupils||337|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||24%|
|Percentage English is Not First Language||12.2%|
|Pupils with SEN Support||26.7%|
|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-sized primary school. The school is currently overseen by an executive headteacher and a head of school. There have been recent changes to the leadership team to increase capacity. The majority of pupils are from a White British background. The school has 10 of the 17 ethnic groups. The proportion of pupils with SEND is above the national average. The proportion of pupils who have an education, health and care plan is also higher than the national average. The proportion of pupils eligible for free school meals is above the national average.
Summary of key findings for parents and pupils
This is a good school Leaders and governors share a passionate commitment to the school and to the development of a positive and nurturing environment. Leaders are ambitious for pupils and provide meaningful activities, so that pupils broaden their horizons. The majority of children come to school with skills that are below those typical for their age. From these starting points, children make good progress by the end of Reception. At key stage 1, pupils’ attainment remains below the national figure. However, by the end of Year 6, pupils, including disadvantaged pupils, make strong progress in reading, writing and mathematics. The proportion of pupils who achieve the required level in the phonics screening check is now in line with the national average. The quality of teaching and learning is good overall. Leaders have a clear understanding of the areas of strength and weaknesses. They provide suitable training which supports teachers to review and refine their approaches. At times, however, teachers do not design well-matched activities to help pupils access tasks at the appropriate level. Governors are aware of the strategies for the use of the additional funding provided for disadvantaged pupils. However, they are not secure in evaluating the impact of actions taken. The support provided for pupils with special educational needs and/or disabilities (SEND) is effective. By the end of Year 6, pupils make good progress in reading and writing. Pupils’ behaviour is good. They are cheerful and welcoming. However, where teachers’ planning does not provide sufficient structure or challenge, sometimes pupils lose focus, distract others and do not work to the best of their ability. The majority of teachers use assessment to give helpful advice to pupils. Where this is not the case, teachers’ guidance is too generic and does not pinpoint the essential skills that will improve the standard of work that pupils produce. This is particularly pertinent to errors in spelling, punctuation and grammar. Leaders are determined to improve attendance and have put new systems in place to ensure this. However, rates of absence, particularly persistent absence, are still too high.