Oakridge Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils get off to a great start at Oakridge. Very quickly, staff establish consistent and effective rules and routines.

These help pupils to feel safe in school and to learn in classrooms which are calm and purposeful. As you walk around school, staff and pupils smile, and pupils are eager to learn. Every parent who responded to the Ofsted survey, Parent View, agreed that their child is happy and safe in school.

Leaders' high expectations start with ensuring that pupils' behaviour is the best it can be. This happens from the beginning of Nursery. Even the youngest children know what to do and how to play well with each other.

Staff and pupil relationships in ...the school are excellent. Pupils say bullying does not happen. They know that staff care deeply for them and will help when it is needed.

At Oakridge, everyone is valued and respected. The school's inclusive culture means pupils, including those with special educational needs and/or disabilities (SEND), thrive. Pupils blossom through the many opportunities to develop their interests and talents.

Leaders are rightly proud of the many experiences that pupils have beyond the classroom. As leaders say, 'We are creating the whole child for the future.'

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

Leaders ensure that pupils learn to read as quickly as possible.

This starts in early years. Staff are expertly trained to deliver the phonics programme consistently and to follow it exactly as planned. Pupils read books that closely match the sounds they are learning.

Leaders are quick to identify pupils who may be struggling with reading. They make sure additional sessions are timetabled daily to help the weakest readers.

In all year groups, pupils are enraptured by the daily story time sessions.

Staff select high-quality picture books and novels from a carefully chosen 'reading spine' to enthuse pupils' reading and develop vocabulary.

Across all subjects, leaders are ambitious for pupils' learning. Subject leaders have identified the knowledge and skills that pupils need to learn.

The building blocks of the school's curriculum begin in early years. Staff in early years are clear on what children from the age of two need to know and be able to do. Well-chosen activities in Nursery and Reception enable children to develop their language, social skills and physical development very well.

In mathematics across the school, teachers have good subject knowledge. They present content clearly and set work that helps pupils to become fluent in number and calculation. Staff ask probing questions to check pupils' understanding.

They help pupils to avoid making common errors because they understand likely misconceptions.

Teachers revisit prior mathematical learning daily in all year groups. This helps pupils to remember mathematical facts securely.

In some other subjects, teachers select activities which do not best help pupils to learn. This is because teachers are not always sure how to deliver what is written on the plans effectively. In these instances, pupils spend more time on skills-based tasks in lessons rather than teachers ensuring pupils have mastered the essential knowledge first.

Teachers are not assessing the right things to help identify any gaps in knowledge pupils may have. Consequently, some pupils do not remember enough of what they have learned in previous lessons.

Staff plan well for pupils with SEND.

This happens because leaders quickly identify whether a pupil might have additional needs. The school works closely with families every step of the way to ensure pupils with SEND get the help they need. Adults aim high for all pupils and well-trained support staff skilfully meet pupils' needs so that they can learn alongside their classmates.

Leaders make sure that all staff know how to follow the school's behaviour policy. Behaviour is excellent. Pupils are free to learn in an environment where they are not allowed to distract each other.

Pupils listen intently to adults and work conscientiously in lessons.

Leaders view pupils' personal development as the bedrock of the curriculum. They offer pupils access to many different experiences.

Pupils participate in a range of clubs, such as cooking, singing in the choir and exploring the natural world through the 'forest school' provision. These experiences enhance pupils' social skills and teamwork. The school's 'Learning Charter' teaches pupils about respect and tolerance to others.

Governors are knowledgeable about the school's priorities. The experienced team provides strong support and challenge to leaders. Governors seek to check for themselves whether leaders' plans are working for the quality of education.

They make time for the well-being of leaders and staff.

Safeguarding

The arrangements for safeguarding are effective.

Keeping children safe is leaders' main priority.

They train staff well to spot signs of abuse and to know what may be happening in the local area. Staff are clear how to log concerns and procedures for managing any allegations against adults.

Leaders meticulously scrutinise all information to decide on actions that may be needed.

They are tenacious when making referrals to outside agencies and will re-refer if a decision is not, in their view, in the best interests of the child. Leaders communicate effectively with families to provide early support where needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, teachers do not always select activities that help pupils to learn knowledge.

This leads to pupils not having the essential background knowledge to learn new content. Leaders need to develop staff's subject expertise so they can implement the school's planned curriculum effectively. Leaders need to make sure that teachers focus on checking precisely what pupils have learned and remembered.

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