Oaklands Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending Oaklands Infant School. They are happy to come to school and are well looked after by the caring team of dedicated staff. Parents are full of praise for the school with one commenting, 'My child runs into school every day and comes out smiling.'



The school has high expectations for all pupils. As a result, pupils work hard in lessons and focus well on their work. They follow the clear classroom routines perfectly.

Pupils behave well around the school and love playing with their many friends during breaktimes. They cannot wait to receive an Oakland leaf in recognition for following the school rules. Pupils say this is a kind school and ...that everyone helps each other.

Pupils enjoy supporting charities, going to a local care home to sing and reading stories to elderly people in the community. They look forward to many school trips including to the pantomime at the nearby theatre. Pupils relish many opportunities to perform in assemblies.

Older pupils enjoy taking on the responsibility of a playground buddy. This helps to build strong, positive relationships on the playground and ensures everyone has someone to play with.

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

Reading is an important part of the school day.

Leaders have worked hard to introduce a new phonics programme which is delivered well across the school. Children in the early years are taught to read as soon as they start school. The youngest children follow classroom routines with precision.

Books are appropriately matched to the sounds pupils are learning. Staff provide quick intervention and additional support if pupils are not keeping up with their learning. Pupils, including those with special educational needs and/or disabilities (SEND), receive effective additional support to develop their reading skills.

The school has mapped out carefully a range of texts that pupils get to read and explore in class. Pupils enjoy stories being read aloud that they might not access independently.

Staff are ambitious for all pupils to achieve well.

Pupils with SEND are identified quickly so that effective support can be put into place. This enables them to keep up with their peers and access the same ambitious learning in the classroom. Staff have thought carefully about what pupils need to learn by the end of each year.

As a result, the curriculum is well structured and maps out the knowledge and skills pupils must learn. For example, in music, pupils learn about pulse and beat. They demonstrate this knowledge in the classroom when playing a range of percussion instruments to follow musical patterns.

However, at times, pupils struggle to recall some of their learning in sufficient detail. Leaders are introducing refinements to the way teachers check what pupils know. This is enabling teachers to identify and address misconceptions earlier so that pupils remember more over time.

In the early years, children get off to a flying start. Staff support children to become highly engaged in their learning. They can explain their thinking when talking about artists and justify their colour choices when painting.

Staff provide opportunities for children to count and explore number in a range of well-considered activities. This supports children to develop their counting skills and fluency with numbers.

Everyone shares high expectations for pupils to behave positively.

Pupils generally rise to these expectations. They know the school rules and follow these in their conduct around the school. Lessons are calm and purposeful, and this helps pupils to feel safe.

Because of this, pupils engage positively in learning and achieve well.

Pupils enjoy the range of clubs on offer, and this supports their wider development. The school provides many opportunities to go on trips or listen to visitors.

These experiences are well considered by leaders and link closely to pupils' learning. Pupils understand the importance of being respectful and know that they must look after their school, the environment and each other. For example, pupils learn about looking after the environment in Year 2 when they study the dangers of plastic in the oceans.

School leaders have taken effective action to deliver the necessary improvements since the last inspection. They have received strong support from the trust and governors. Leaders at all levels are mindful of staff workload.

As a result, staff feel well supported. They work together positively for the benefit of all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff assessment of pupils' understanding needs further refinement. Consequently, pupils sometimes struggle to remember the key content they have learned over time. The school should ensure that staff emphasise the most important knowledge and skills, carefully check pupils' understanding and help pupils to integrate new knowledge into larger ideas.

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