Oldbury Park Primary RSA Academy

About Oldbury Park Primary RSA Academy Browse Features

Oldbury Park Primary RSA Academy


Name Oldbury Park Primary RSA Academy
Website http://www.oldburypark.worcs.sch.uk
Ofsted Inspection Rating Good
Inspection Date 05 July 2017
Address Oldbury Road, Worcester, Worcestershire, WR2 6AA
Phone Number 01905424878
Type Academy
Age Range 5-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils
Number of Pupils per Teacher 18.9
Academy Sponsor Central Rsa Academies Trust
Local Authority 885
Percentage Free School Meals 13.5%
Percentage English is Not First Language 5.4%
Persisitent Absence 12.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than most primary schools. Most pupils are of White British heritage and speak English as their first language. The remaining pupils come from a range of ethnic origins. The proportion of disadvantaged pupils is below average. A specially resourced unit caters for eight pupils in Years 3 to 6 who have autistic spectrum disorders. The school meets requirements on the publication of specified information on its website. The school meets the current government floor standards.

Summary of key findings for parents and pupils

This is a good school Leaders across the school ensure that pupils are safe, happy and taught well. This includes in the early years, where children settle into school life quickly and get off to a good start in their learning and personal development. Although good at the last inspection, the quality of teaching has improved further in recent years. This is because senior leaders and governors have invested time and resources into making sure pupils are taught by skilled, dedicated teachers. As a result, the dips in pupils’ outcomes seen in some years have been reversed. Pupils now make good progress across a wide range of subjects. Teachers check closely how well pupils are learning and make adjustments to lessons as necessary. This means that lessons are usually challenging for all pupils. This is why pupils make good progress. The school is a very caring community. Pupils’ needs and best interests lie at the heart of the school’s work. As a result, pupils feel well supported and enjoy their learning. Pupils behave well. They work hard in lessons, following the teacher’s instructions promptly and without fuss. When they move around the school, pupils are sensible, courteous and polite. Leaders monitor the progress each pupil is making across the school. This gives a wealth of useful information to help leaders and governors evaluate how well the school is doing. This is why leaders have an accurate view of the quality of education provided. However, leaders do not use some information smartly enough. Leaders do not ‘step back’ far enough to look at the big picture shown by the data they have collected about pupils’ progress or attendance. Consequently, leaders sometimes find it difficult to say precisely how successful their actions have been. Staff work closely with parents to ensure that pupils attend school regularly. This has been successful in ensuring that the most frequently absent pupils now attend more often. Nevertheless, a number of families still struggle to bring their children to school often enough. Efforts to reduce rates of absence for some groups of pupils are being redoubled.