Oldfield Primary School

Name Oldfield Primary School
Website http://www.oldfield.ealing.sch.uk
Ofsted Inspection Rating Good
Inspection Date 01 December 2011
Address Oldfield Lane North, Greenford, Middlesex, UB6 8PR
Phone Number 02085782507
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 405 (51% boys 49% girls)
Number of Pupils per Teacher 23.2
Local Authority Ealing
Percentage Free School Meals 20.1%
Percentage English is Not First Language 73.3%
Persisitent Absence 10.8%
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.

Main findings

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.