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Pupils love coming to Oatlands Junior School. They know learning will be interesting and fun every day. Pupils are polite and respectful.
They demonstrate high levels of attendance and an exemplary attitude to learning. Pupils are proud of their school and are enthusiastic ambassadors for it.
The school supports pupils to develop their character and resilience.
Pupils aspire to be house captains and are keen to apply for the many leadership roles within the school. They have an active voice in school life. Pupils have rich and varied opportunities to develop their wider talents and interests.
Trips, sporting events, competitions and a wide range of c...lubs are offered to all.
The school is a caring and supportive place for pupils. Pupils enjoy nurturing relationships with staff.
This helps them feel happy and safe. They feel confident in talking to staff if they have worries. If pupils need additional support, for example, in dealing with anxiety, the school provides time and space for this in The Hub.
The school is ambitious for pupils to succeed. Pupils work hard to meet these aspirations. As a result, they achieve well.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious and well thought out. It clearly defines the important knowledge pupils should learn from Year 3 to the end of Year 6. Pupils, including those with special educational needs and/or disabilities (SEND), learn the curriculum very well.
Pupils achieve consistently high standards. Many exceed the expected standard for their age in national tests. Outcomes for writing are not as strong as other results.
As a result, the school has taken action to refresh their approach to spelling. This is beginning to make a difference.
The curriculum is taught well.
Teachers have strong subject knowledge and skilfully present what pupils need to know. Typically, they design appropriate and engaging activities and experiences that enable pupils to learn effectively. Staff carry out appropriate checks on pupils' learning.
They use this information to help pupils address any misconceptions.
The school ensures that the needs of its pupils with SEND are identified and considered carefully. Where required, any adjustments to the curriculum are made in collaboration with external experts.
This ensures that pupils receive the support they need to access the full curriculum alongside their peers when this is appropriate.
The school prioritises reading from the moment pupils start school. Staff encourage pupils to engage with and enjoy a wide range of books by the end of Year 6.
However, some pupils join school without the phonics knowledge they need to read confidently and write accurately. They are given support to catch up with reading. However, pupils do not benefit from regular, well-considered opportunities to apply their phonics knowledge to their writing.
As a result, some pupils struggle to make connections, which affects their confidence and interest in writing. These pupils are often required to complete writing activities in class that are beyond their stage of development.
The school celebrates regular pupil attendance and makes sure everyone knows its importance.
Leaders monitor attendance rigorously and identify any pupil at risk of falling below their expectations. They offer the necessary support and challenge to ensure that pupils attend whenever they can. Attendance is consistently high.
Pupils' behaviour is exemplary. Pupils demonstrate great care for one another and, during pupil discussions, listen attentively to others, acknowledging their contributions and responding with great respect. Several pupils have significantly improved their behaviour over time as a result of bespoke support programmes.
The school has an extensive personal development programme, supported by a comprehensive and coherent personal, social and health education (PSHE) curriculum. Pupils understand about healthy relationships. They know what it means to be a good friend.
They know how to keep themselves physically and mentally healthy. They clearly articulate how to stay safe online and in the wider community. They demonstrate empathy and respect for other cultures and beliefs.
Pupils value and celebrate differences. They are well prepared for life in modern Britain.
Those responsible for governance have the knowledge and expertise to provide effective support and challenge to the school.
The school is considerate of staff workload. Staff say they feel supported and appreciated. They value the strong focus on their training, which enhances their expertise and builds their confidence.
Parents are overwhelmingly supportive. They appreciate that staff go over and above to support all pupils in their care.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's focus on developing pupils' early writing skills is not sufficiently precise. As a result, some pupils are not given regular opportunities to practise their early writing skills in a way that uses and reinforces their phonics knowledge. The school should ensure that pupils at the early stages of reading and writing are given sufficient and purposeful opportunities to apply their phonics knowledge to their writing.
