|Name||Oulton Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||15 January 2019|
|Address||Green Lea, Oulton, Leeds, West Yorkshire, LS26 8NT|
|Religious Character||Does not apply|
|Number of Pupils||372 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.9|
|Percentage Free School Meals||26.3%|
|Percentage English is Not First Language||4.8%|
|Pupils with SEN Support||9.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The number of pupils has increased year on year for the past three years. The proportion of disadvantaged pupils supported through the pupil premium is well above average. Four in ten pupils are disadvantaged. Most pupils are White British. Very few pupils speak English as an additional language. The proportion of pupils who have support for SEND is below average. The proportion of pupils with an education, health and care plan is well below average. Children attend part-time in Nursery and full-time in Reception. The school manages a breakfast club for its pupils. There have been changes to leadership since the previous inspection. The headteacher took up post on 1 April 2017 and, soon after, a new deputy headteacher was appointed.
Summary of key findings for parents and pupils
This is a school that requires improvement Overall, pupils are not making enough progress in key stages 1 and 2 for it to be good, especially in mathematics, reading and writing. Teachers’ use of assessment information is variable. Planned work is not consistently challenging to ensure good progress. Misconceptions and errors are not spotted consistently well by teachers and support assistants. This slows the pace of pupils’ learning. Not all adults have high enough expectations of what pupils should produce. Consequently, pupils’ handwriting and presentation are not consistently good. The teaching of phonics to support early reading is not good. Pupils’ standards have been below average for several years. Over time, additional government funding for disadvantaged pupils has not been used well enough. These pupils are not catching up with others quickly. Leaders have not overcome inconsistencies in teaching to ensure that pupils make good progress. Targets set for pupils’ achievement are not challenging enough. There are too few opportunities for pupils to apply their mathematical skills in a wide range of subjects. Children in early years are not making enough progress to ensure that an average proportion reach a good level of development in learning. The school has the following strengths Pupils are keen to learn and their attendance is above average. They behave well and have benefited from good support for their personal and emotional well-being. Pupils’ spiritual, moral, social and cultural understanding is promoted well. They have a good understanding of life in modern Britain. Child protection and safeguarding procedures are of a high standard. Senior leaders have developed effective plans for improvement. Governors are more thorough in holding leaders to account. Consequently, there are some signs of improvement across the school.