|Name||Oldfield Brow Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 March 2019|
|Address||Taylor Road, Altrincham, Cheshire, WA14 4LE|
|Religious Character||Does Not Apply|
|Number of Pupils||387|
|Number of Pupils per Teacher||21.9|
|Percentage Free School Meals||8.4%|
|Percentage English is Not First Language||18.3%|
|Pupils with SEN Support||7.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oldfield Brow is a larger than the average-sized primary school. The school has undergone substantial new building work and as a result, the number of pupils on roll has almost doubled since the previous inspection. The majority of pupils are White British. The proportion of disadvantaged pupils is lower than average. The proportions of pupils with SEND and of those who have an education, health and care plan are below average. The proportion of pupils who speak English as an additional language is lower than average. The senior leadership team has been restructured. As a result, two new assistant headteachers were appointed in September 2018.
Summary of key findings for parents and pupils
This is a good school Although there have been considerable changes to the school since the last inspection, the quality of teaching and outcomes for pupils are good overall. A positive and caring learning environment pervades the school. In key stages 1 and 2, pupils make good progress in reading, writing and mathematics, as well as in other curriculum subjects. The quality of teaching and learning is good. Leaders have successfully implemented strategies to improve English and mathematics. This is reflected in the good progress current pupils are making. Teachers’ and teaching assistants’ knowledge of phonics is secure. However, the planning of activities in phonics sessions does not always maximise pupils’ learning. Reading has a high profile in the school. Older and younger pupils are carefully paired as buddy readers. This is proving beneficial in developing pupils’ confidence and fluency in reading. Senior leaders have implemented new approaches to accurately measure pupils’ progress. However, senior leaders and governors are too generous in their assessment of the quality of teaching, learning and assessment. Subject leaders are developing well their areas of responsibility. However, there is still scope for them to be more involved in school improvement. There is a strong culture of safeguarding in the school. Leaders put the safety and well-being of the pupils at the heart of their work. The curriculum is broad, balanced and engaging. Provision for pupils’ spiritual, moral, social and cultural development is planned very well. Pupils are well prepared for life in modern Britain. The early years requires improvement. Leaders have not ensured that the children in every class benefit from the same good-quality teaching and learning evident in key stages 1 and 2. Pupils are polite and courteous. Incidents of poor behaviour are uncommon. Pupils show kindness and empathy to their peers. Pupils’ attendance is above the national average, reflecting their enjoyment of school. The vast majority of parents and carers hold the school in high regard. They appreciate the care teachers and staff afford their children.