Oulton CofE (C) First School


Name Oulton CofE (C) First School
Website http://www.oulton.staffs.sch.uk
Ofsted Inspection Rating Good
Inspection Date 22 September 2011
Address Rock Crescent, Oulton, Stone, Staffordshire, ST15 8UH
Phone Number 01785336515
Type Academy
Age Range 3-9
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 20.9
Academy Sponsor The Key Educational Trust
Local Authority Staffordshire
Percentage Free School Meals 5.4%
Percentage English is Not First Language 0%
Persisitent Absence 0%
Pupils with SEN Support 5.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a much–smaller-than-average primary school. The school is popular and oversubscribed. Almost all of the pupils are of White British heritage. The proportion of pupils with special educational needs and/or disabilities is below average. The proportion of pupils known to be eligible for free school meals is also below average. The headteacher was appointed in September 2011.

Main findings

Oulton CofE First is a good school which has maintained the good provision and outcomes for pupils identified in the previous inspection report. Pupils achieve well because of good teaching and a well planned curriculum. Good quality provision in the Early Years Foundation Stage ensures that children start well and make good progress. This continues in Key Stages 1 and 2 and attainment by the end of Year 4 is above expectations. The school has taken effective steps to raise attainment in mathematics and bring it in line with that of reading and writing. Teachers establish positive relationships with their pupils and manage them well. Their explanations, instructions and demonstrations successfully promote learning. Questioning is used effectively to check pupils’ understanding of new work. Occasionally learning slows, with overlong introductions when pupils are eager to move on to the main tasks. Most pupils make good gains in their learning but tasks are not always sharply matched to the needs of the most-able and those with special educational needs and/or disabilities. Opportunities are sometimes missed to develop pupils’ advanced skills of problem solving and independent study. Care, guidance and support make a good contribution to pupils’ personal development. Pupils feel extremely safe because of the good attention given to safeguarding and the very good care provided by staff. Pupils really enjoy school and show positive attitudes to learning. Behaviour is good in lessons and around the school. Pupils adopt a healthy lifestyle by choosing healthy food and participating in regular exercise. They make valuable contributions to the school and to the wider community. Attendance levels are above average and pupils are well prepared for the future. The new headteacher brings good experience and enthusiasm to the school. She has already gained an astute overview of the school’s performance and there are well thought-out plans for further improvements. The monitoring of teaching is effective but opportunities for teachers to visit other schools and observe outstanding practice are lacking. A productive partnership has been established with parents and carers, who are very pleased with the care and education provided for their children. Through systematic self-evaluation, the school knows its strengths and takes effective steps to bring about improvements. The raising of attainment in mathematics and the developments to the Early Years Foundation Stage provision demonstrate the school’s good capacity for further improvement.