Oakwood Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are positive about their experiences at this school. They appreciate that leaders listen to their views.

Pupils influence decisions through the school council and pupil surveys. This includes contributing to the behaviour policy, improving recycling facilities and selecting lunchtime activities. Adults empower pupils and, in return, there is mutual respect for everyone.

Pupils like the many 'golden' rewards available and are clear on behaviour consequences. Pupils behave well, from early years upwards.

Pupils are proud of their learning.

Many pupils achieve highly here, especially in reading and mathematics. Pupils know that staff have high ex...pectations of them and also that there is help when needed. They like the trips they go on to broaden their understanding of topics they are studying.

However, pupils would benefit from learning in more depth in some wider curriculum areas and in writing.

Pupils understand how to manage their own personal safety. They learn about first aid.

Pupils take on leadership roles to keep the school tidy and organised. Older pupils act as 'reading buddies' to younger pupils. There are several clubs they can attend, such as clubs for football, art and coding.

Pupils learn to play the violin and enjoy school performances. They develop into polite and well-rounded young people.

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

The new leaders have quickly and accurately identified the school's strengths and areas for improvement.

Teachers know what to teach, and when, in each subject. They also have good subject knowledge. In reading and mathematics and grammar, pupils do very well in national assessments by the end of Year 6.

However, in a few curriculum areas, there is not enough depth or detail about what pupils need to learn. Links to previous learning are not always explicit. This limits how consistently well and in what depth pupils secure knowledge in a few foundation subjects and in writing.

Leaders have a clear plan to move this forward.

Teachers do check pupils' understanding and address any misconceptions. Pupils receive feedback on how to improve their work.

In some instances, though, pupils are set work that is not ambitous enough. This means that pupils are not always able to extend their learning further, especially when working independently.

Reading is a strength.

Pupils are encouraged to read a wide range of texts that they may not normally choose for themselves. This broadens their literary understanding and appreciation. It also exposes them to rich vocabulary.

Younger pupils follow a systematic phonics programme so that most pupils are fluent readers by the end of Year 2. Pupils who struggle with reading receive support. However, there are a few pupils, including those with special educational needs and/or disabilities (SEND), that are not catching up quickly enough in reading.

This is because their interventions are not always precisely linked to the gaps in their phonics knowledge.Overall, pupils with SEND are provided for well. They have their needs identified swiftly and the school provides the appropriate support.

Each pupil with SEND has targets set which are regularly reviewed and specialist advice sought. Where targets are precise and provision is closely matched to these targets, pupils with SEND make progress. There are a few pupils with SEND where this is not consistently the case and so they do not achieve as well as they could.

Recent changes in early years provision are having a positive impact on children. Children can turn take, sustain concentration and are articulate. They are skilfully supported in their learning in reading, writing and mathematics and so are ready for Year 1.

However, sometimes staff miss opportunities to deepen children's knowledge or fill gaps when they engage in more independent learning activities. This means they do not always achieve what they are fully capable of.

Pupils demonstrate positive attitudes to learning.

They like coming to school and attendance is high. Through their personal development curriculum, pupils understand about respecting difference. This results in pupils who are understanding of the feelings of others.

Pupils focus in lessons. Learning is not disrupted. If it is, this is swiftly dealt with.

The behaviour policy is still new, but pupils, parents and staff recognise that rewards and consequences are more consistent and fair.

Pupils have a strong understanding of why discrimination is wrong and the importance of respecting cultures and religions. They have a developing sense of key British values, including democracy and the rule of law.

Governors know the school well. They have the necessary expertise to hold leaders to account and fulfil their statutory duties. The school is mindful of staff well-being and workload.

Staff are positive about working here and the training and support they receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are some inconsistencies in how well pupils are learning the curriculum across the school.

This means pupils are not securing the level of detailed knowledge leaders intend in a few foundation subjects and in writing. The school needs to ensure that all staff are clear on curriculum content and expectations in these areas. Subject leaders then need to check that all pupils are learning these parts of the curriculum in the depth intended and are making the connections to prior learning.

In some instances, pupils are not provided with meaningful learning opportunities, including in early years. This limits how well pupils deepen and extend their understanding. The school needs to ensure these pupils are set work that is suitably ambitious, so they fully achieve what they are capable of.

• For a few pupils with SEND, the provision in place is not sufficiently aligned to their specific needs. This limits how well these pupils can access and learn the curriculum. The school needs to ensure that targets and support for these specific pupils are precisely matched to their needs.

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