|Name||Oldfield Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||12 June 2018|
|Address||Oldfield Lane, Oldfield, Keighley, West Yorkshire, BD22 0HZ|
|Religious Character||Does not apply|
|Number of Pupils||47 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.8|
|Academy Sponsor||Bronte Academy Trust|
|Percentage Free School Meals||8.5%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much smaller than the average-sized primary school. There have been a number of changes in staffing since the previous inspection. Children attend full time in the Reception class. Almost all pupils are of White British heritage. The proportion of pupils known to be eligible for support through the pupil premium is below average. The proportion of pupils who have SEN and/or disabilities is above average. In 2017, the school did not meet the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6. A greater proportion of pupils join or leave the school at other than the expected times, compared with schools nationally. The school provides a breakfast club and offers a range of after-school activities. The school has been receiving support from schools in the federation that it is due to join shortly.
Summary of key findings for parents and pupils
This is an inadequate school The school’s performance has declined since the last inspection. Too many pupils of all ages and abilities, including disadvantaged pupils, underachieve. Additional funding for disadvantaged pupils is not having the impact it should. Pupils do not make the progress they should in reading, writing and mathematics because the teaching of these subjects is weak, particularly at key stage 2. Lapses in behaviour occur as a result, and this further slows pupils’ progress. Learning is not sufficiently challenging or stimulating to hold pupils’ interest fully. The most able pupils are often held back and so too few attain the higher standard at any key stage. Teachers do not use information about pupils’ learning to match activities accurately to pupils’ needs. Expectations of what pupils can achieve are too low for the most part. The school has the following strengths The teaching of music and physical education (PE) is strong. The teaching of phonics and basic reading skills is effective in early years and Year 1. The school’s assessment of pupils’ progress is accurate and reliable. Children in early years are not challenged sufficiently in their learning to achieve well. Leadership, including governance, is inadequate. Plans to improve provision and leaders’ monitoring of the school’s work are ineffective. Governors are not robust in holding leaders to account for the school’s performance. Governors do not have a secure understanding of pupils’ progress. Teachers do not identify sufficiently well those pupils who lack confidence in applying their phonics and early reading skills when tackling unfamiliar vocabulary or complex phraseology. This hinders their fluency when reading more challenging texts, especially at key stage 2. Pupils do not cover enough ground or work of sufficient depth to achieve well in subjects such as science, history and geography. The provision for extra-curricular activities is good. Many pupils enjoy these aspects of school life. Pupils are polite and courteous and show respect to others. They feel safe and happy at school.