Oldfield Park Infant School

Name Oldfield Park Infant School
Ofsted Inspection Rating Good
Inspection Date 16 October 2019
Address Dorset Close, Bath, Somerset, BA2 3RF
Phone Number 01225422903
Type Academy
Age Range 5-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 23.6
Academy Sponsor Palladian Academy Trust
Local Authority Bath and North East Somerset
Percentage Free School Meals 13.9%
Percentage English is Not First Language 6.7%
Persisitent Absence 4.2%
Pupils with SEN Support 8.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No


Oldfield Park Infant School continues to be a good school.

What is it like to attend this school?

Pupils feel happy and safe at Oldfield Park Infant School. They feel at ease here. They know adults listen to them. Staff build good relationships with parents and carers. Both these things help pupils feel safe. They are eager to come to school.

Pupils behave very well at school. They listen to adults and follow instructions quickly. At breaktime, there is plenty to do and pupils play together cheerfully. Pupils are seldom unkind to each other. They are sure that if there is a problem, adults will sort it out. Bullying is rare. Pupils know adults would deal with it promptly.

Leaders’ ambition for every pupil is that, when they leave in Year 2, they have the learning they need to do well in life. Leaders make sure that pupils quickly learn to read, write and use mathematics well. Pupils are enthusiastic and curious learners. They want to get better at their work. They were eager to share their work with me.

The curriculum helps pupils develop skills such as confidence and cooperation. This includes through activities such as sports clubs, trips, visits and opportunities to perform in the arts, such as at the annual ‘One Night at the Palladian’. Parents appreciate the broad curriculum the school offers.

What does the school do well and what does it need to do better?

Teachers share leaders’ ambitious vision for every pupil. Year on year, pupils achieve well in reading, writing and mathematics at the end of Year 2. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. This means that pupils can make a good start in their next school.

Leaders make it a priority that pupils learn to read confidently and quickly. The phonics programme ensures that children in Reception are briskly learning the sounds they need to begin to read. This includes children with SEND and those who speak English as an additional language. Later on, if pupils do start to fall behind, they get the support theyneed to catch up. By the end of Year 2, almost every pupil is secure in their knowledge of letters and the sounds they represent.

Leaders are eager that pupils have a love of reading. Classrooms have inviting book corners and many books for pupils to read. Teachers speak with animation of the value of storytelling and the sharing of books. They read aloud with skill and enjoyment and pupils are enthralled. This adds to pupils’ enthusiasm for reading.

Leaders make sure that the curriculum is broad, and pupils have a wide range of experiences. Pupils can talk about what they have learned in, for example, physical education and personal, social, health and economic (PSHE) education. However, leaders know that the sequence of learning is not as clear in some subjects. This is the case in history, where there are too few opportunities for pupils to build on learning from one year to another.

The school’s approach to mathematics teaching has changed over the past two years. There is a very clear order and progression to the teaching of mathematics. This helps pupils to securely build their knowledge. They can apply what they know to new learning. For example, pupils use their knowledge of place value to successfully add two-digit numbers to two-digit numbers. However, occasionally, teachers do not explain new strategies as clearly as they could.

Children receive a good start to their education in the Reception Year. Adults quickly settle children and establish routines in the classroom. This means that children behave well, and they are ready to learn. Children pick up new concepts in phonics and mathematics quickly. This includes children with SEND and those who are disadvantaged. However, sometimes, there are inconsistencies in the way adults use vocabulary and explain ideas in mathematics. This causes misconceptions for a few children. Children’s enjoyment in learning is evident. Children have strong and secure relationships with adults.

Staff say leaders are considerate of their workload. They appreciate what leaders do to improve their well-being, such as well-being time and well-being buddies. Leaders are held in high regard by staff. Their expectations are high, but they are fair and approachable. Leaders’ overarching concern for all pupils is evident and this ensures that staff share these values.


The arrangements for safeguarding are effective.

Staff across the school know what to do if they have a concern about a pupil. They can and do take action. Leaders make sure that training for staff is up to date. Leaders have good relationships with external agencies that support children and their families. Leaders make sure that plans are reviewed and actions are timely. They will challenge decisions to make sure that pupils are safe. The multi-academy trust and school leaders ensure that new staff are recruited safely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The teaching of reading is effective. By the end of Year 2, a very high proportion of pupils pass the phonics screening check. For almost all pupils, including pupils who need to catch up, the books they read are linked closely to their phonics knowledge. However, in Reception, the first books children receive have too many words in them that they cannot yet decode. Leaders should ensure that the early books that Reception children take home are more closely matched to their phonics ability so that the chance of misconceptions occurring is limited. . The mathematics curriculum is well planned. Pupils build their understanding over time so that they become confident mathematicians. Occasionally, however, teachers’ explanations of new learning lack clarity. This means that some pupils do not grasp concepts as securely they could. Leaders need to make sure that there is consistency in teachers’ use of mathematical vocabulary and explanation of new strategies so that all pupils can learn well. . The wider curriculum is planned so that pupils’ knowledge is increasing. For example, in geography, pupils in Year 2 know what a continent is and can name Africa and Europe as examples. Currently, however, the organisation of the curriculum in some subjects means that pupils’ learning can become disjointed. This is the case in history. Leaders should ensure that the curriculum is planned so that pupils can secure key learning from year to year, so their understanding of key concepts deepens.Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the predecessor school, Oldfield Park Infant School, to be good in July 2015.