Oatlands Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be a part of Oatlands Infant School. They thrive in this inclusive environment. The school prioritises developing pupils' character and physical activity.

Pupils benefit from the bike bus and a wide range of activities at playtimes. Parents are overwhelmingly happy with the wealth of opportunities and experiences their children have.

The school has high ambitions for all pupils.

The curriculum prepares pupils for their next stage of learning. Pupils have a positive attitude to education. Pupils with special educational needs and/or disabilities (SEND) are well supported in lessons.

Pupils are safe, cared for and valued.

P...upils behave well. They treat each other with respect.

The school has established clear expectations of how pupils should behave. The relationships between staff and pupils are highly nurturing. Pupils love coming to school.

They know it is important to attend school well and on time.

The way the school develops pupils' character is exceptional. The 'unity days' and stories shared during Monday assemblies deepen pupils' understanding of equalities and fairness.

The school teaches them how to keep themselves safe online and in the local community.

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

Pupils benefit from the well-sequenced and ambitious curriculum. The school has introduced new lesson structures and themed days to allow pupils to revisit prior learning.

These support pupils in retaining knowledge over time and applying it to new learning. Staff receive effective training and development to deliver the curriculum well. Lessons are engaging.

However, there are some inconsistencies in the expectations regarding the quality of work in some lessons. The school has rightly identified pupils' writing as an area of development. While this work is ongoing, pupils still have not had enough high-quality opportunities to develop their writing through the curriculum.

This means that for some pupils, their writing development is slower than it should be.

The school knows and understands the needs of pupils with SEND. Parents are involved in shaping the support for their children.

Pupils receive the bespoke support they need to be successful during the school day. The school has developed staff expertise effectively to support pupils in the best way. As a result, pupils with SEND thrive academically and socially.

Children make a strong start in the early years. The outdoor area provides a wealth of opportunities to develop large-muscle strength and be active throughout the day. Children display independence when getting ready for the end of the day, and when rehearsing mathematical knowledge through songs and rhymes taught to them by staff.

Pupils have a love of reading at Oatlands Infant school. They are keen to read and recommend books to each other. Children begin learning to read as soon as they join Reception.

Staff are well trained to develop children's phonics knowledge. Staff use this expert knowledge well so that children learn to read quickly and fluently. Those needing additional support with learning to read receive effective input at several points in the day.

The school has developed a vast range of spectacular opportunities for pupils to develop their character. Pupils have a well-rounded set of experiences that develop their view of citizenship. The school has prioritised increasing physical activity for pupils and the wider community.

It has carefully chosen a range of books that develop pupils' understanding of the wider world and allows opportunities to reflect on morals and equalities.

Pupils behave well. They treat adults and each other with kindness and respect.

Pupils are motivated by the rewards in school, for example the 'biscuit break' is a particular highlight. Pupils know it is important to treat others fairly. The school has curated a welcoming and friendly environment where pupils are confident to be themselves.

Recently, there have been several changes across the school. The rate of change has meant that leaders have not yet undertaken the checks needed to assure themselves that their actions are having the impact they intend. Leaders, including those responsible for governance, know the school community well.

Trustees and governors work well together to ensure the school is doing its best. The staff engage in training that develops their expertise. They benefit from opportunities to collaborate with colleagues across the trust.

The school manages staff workload well. Staff are extremely proud to work here and value the many considerations for their well-being, such as the staff gym.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not have enough high-quality opportunities to practise their writing skills. As a result, some children are not able to write with the fluency and accuracy they should. The school should ensure that the writing curriculum and expectations are fully embedded so that pupils achieve the best possible outcomes in writing, including their handwriting.

• The school has made widespread changes in a short period. The rate of change has meant that the school has not yet undertaken the checks needed to assure itself that its actions are having the impact intended. The school should review how it evaluates the impact of school improvement actions and ensure that these are having a positive impact on pupils' learning.

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