Oakdale Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this welcoming school. They listen well in lessons and focus positively on their learning. If pupils have a problem, they know that they can talk to a trusted adult or report it in the 'worry box' that is available in every classroom.

Staff deal with any issues straightaway.

Pupils behave exceptionally well in classrooms and around school. They understand and apply the 'Oakdale Charter' to develop respect, reflection, resilience, resourcefulness, and responsibility.

Pupils are proud of the ways they contribute to the school. For example, in their roles as sports leaders they help younger children on sports day.

The school... is ambitious for pupils to achieve well in a wide range of subjects.

Pupils, including those with special educational needs and/or disabilities (SEND) are supported by staff to do their best. As a result, by the time they move to the next stage of education, most pupils achieve well.

The school also provides an exemplary range of enriching activities for pupils' personal development.

Pupils attend clubs, both at lunchtime and after school, including gardening, taekwondo, and drama. They learn about different faiths and enjoy a cultural day, when they teach others about their own heritage and culture.

What does the school do well and what does it need to do better?

The school's curriculum matches the scope and content of what is expected nationally.

In most subjects, it identifies the important content that pupils need to learn and is structured to build on pupils' previous learning. For example, in art and design, Year 3 pupils begin to learn how to mix colours when using watercolour paints. By Year 6, this learning extends and expands to creating detailed watercolour paintings of the sea.

However, in a few subjects the school is making changes to the curriculum. These changes are not yet fully embedded, and consequently the school has not precisely identified the important content it wants pupils to learn and secure over time. As a result, in these subjects, teachers are not as clear about the small steps in pupils' learning that they need to check and build on.

Consequently, pupils do not learn as well as they could.

The school prioritises learning to read. Pupils who need extra support are identified carefully.

Where pupils need to catch up, they are offered additional sessions to help build up the phonics knowledge they need, with support from highly trained staff. Pupils use their phonics knowledge to blend sounds and read texts matched to their ability. They also use their comprehension skills well to make predictions for the plot and answer questions about the text they read.

Pupils with specific learning needs, including pupils with SEND, are supported in appropriate ways in lessons. The 'rainbow room' offers effective support for pupils' well-being and emotional needs. Teachers adapt resources and provide well-planned additional support to help these pupils access learning in all subjects.

For example, in mathematics in Year 3, pupils learn three-digit number subtraction. Pupils at an earlier stage focus on developing their knowledge of number bonds to become confident in addition before they are introduced to subtraction.

Typically, across the curriculum, teachers encourage pupils to discuss their current learning and explain what they know already to help make links in the topics they study.

For example, in history, in Year 6, pupils recall previous learning about invasions by the Vikings and compare this to invasion techniques seen during the Second World War.

The school has high expectations for pupils' attitudes to their learning, including ensuring that they understand the importance of good attendance. Pupils are enthusiastic participants in lessons.

They are polite and respectful to the staff and to each other.

The school provides extensive enriching opportunities for the pupils' personal development. Pupils debate and discuss thoughtfully a wide range of different topics and understand the importance of tolerance.

They enjoy the trips they take, for example to museums and places of worship. Pupils also benefit from visitors to the school such as the recent historical workshops about Ancient Egypt.

Governors and leaders at all levels understand what the school does well and what it needs to do to continue to improve.

Staff are proud to work at the school and are Well trained and supported. Parents and carers appreciate the nurturing education provided by the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school has not identified precisely the important content it wants pupils to learn over time. As a result, pupils do not learn as well as they could in these subjects. The school should ensure the curriculum in all subjects is well-sequenced and coherent so that teachers know exactly what pupils should learn and can identify and address any gaps in pupils' understanding effectively.