|Name||Oldfield Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 December 2011|
|Address||Oldfield Lane North, Greenford, Middlesex, UB6 8PR|
|Religious Character||Does not apply|
|Number of Pupils||405 (51% boys 49% girls)|
|Number of Pupils per Teacher||23.2|
|Percentage Free School Meals||20.1%|
|Percentage English is Not First Language||73.3%|
|Pupils with SEN Support||13.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Oldfield Primary School is larger than average. Approximately nine out of ten of its pupils are from minority ethnic heritages; this is well above average. Pupils are from a wide range of ethnic backgrounds, with the largest groups classified as from other White, other Asian, White British and Black African backgrounds. Approximately two-thirds of pupils speak English as an additional language; this is well above average. The proportion of pupils known to be eligible for free school meals is average. The proportion of those with special educational needs and/or disabilities is below average. The school has a Nursery and two Reception classes in the Early Years Foundation Stage. It experiences a higher than average turnover of pupils.
Oldfield Primary is a good school. It has a number of outstanding features and is improving. Its extremely positive ethos, encompassing excellent care for each pupil regardless of their background or ability, promotes outstanding behaviour and personal development. Pupils show an excellent grasp of what is required to grow up healthily. They appreciate the need for a balanced diet, promote healthy eating and are happy with the food choices that the school provides. They enjoy the numerous opportunities to take exercise, participating in large numbers. With outstanding personal development and good achievement, ensuring pupils move from very low starting points to reach average levels of attainment by the end of Year 6, outcomes for all groups are outstanding. Rigorous checks on pupils’ progress, both academic and personal, quickly identify potential problems. Rapid actions mean most pupils quickly overcome barriers, ensuring excellent equality of opportunity. These strengths promote rising attainment across the school. Children in the Early Years Foundation Stage make a good start to their education, especially in personal and social development. However, leaders and managers do not use all the assessment information available to identify patterns in progress and ensure that provision is consistent across the setting. Teaching has numerous strengths and some lessons are outstanding, displaying high expectations, drive and creativity. However, there are inconsistencies. While most lessons are good or better, some are only satisfactory with too much teacher talk and closing sessions that do not fully consolidate learning or indicate pupils’ next steps. The governing body is keen to support the school but tends to be over-reliant on reports and information provided by the headteacher. Members’ independent monitoring activities are infrequent and do not provide a firm basis for them to challenge the school. Effective self-evaluation provides a strong foundation from which the school can tackle weaknesses. Cohesive leadership and a shared drive and ambition ensure staff work cohesively to overcome concerns. For example, the longstanding gap in achievement where mathematics lagged behind English has been closed in the last two years. Plans for the future are articulate and relevant and include practical steps to develop the school. Its capacity for sustained improvement is good.