School etc

Oakfield Junior School

Oakfield Junior School
Bell Lane
Fetcham
Leatherhead
Surrey
KT229ND

01372 374781

Headteacher: Mr Robert Hart Ba Pgce Npqh

Website: www.oakfieldjunior.ik.org

School holidays for Oakfield Junior School via Surrey council

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252 pupils aged 7—10y mixed gender
240 pupils capacity: 105% full

130 boys 52%

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125 girls 50%

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Last updated: June 20, 2014


Primary — Community School

URN
125019
Education phase
Primary
Establishment type
Community School
Establishment #
2335
OSGB coordinates
Easting: 514655, Northing: 155854
GPS coordinates
Latitude: 51.29, Longitude: -0.35713
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 13, 2012
Region › Const. › Ward
South East › Mole Valley › Fetcham West
Area
Urban > 10k - less sparse
SEN priorities
MLD - Moderate Learning Difficulty
Investor in People
Committed IiP Status
Free school meals %
4.00

Rooms & flats to rent in Leatherhead

Schools nearby

  1. 0.1 miles Fetcham Village Infant School KT229JU (180 pupils)
  2. 0.7 miles Eastwick Junior School KT233PP (380 pupils)
  3. 0.7 miles Eastwick Infant School KT233PP (250 pupils)
  4. 1.1 mile Great Bookham County Infant School KT234DH
  5. 1.2 mile The Lodge KT228DP
  6. 1.2 mile The Dawnay School KT234JJ
  7. 1.2 mile The Dawnay School KT234JJ (239 pupils)
  8. 1.3 mile Polesden Lacey Infant School KT234PT (88 pupils)
  9. 1.3 mile Downsend School, Leatherhead Lodge KT227HZ
  10. 1.4 mile The Woodville School KT227BP
  11. 1.4 mile Therfield School KT227NZ (951 pupils)
  12. 1.4 mile Yehudi Menuhin School KT113QQ (75 pupils)
  13. 1.4 mile Leatherhead Trinity School and Children's Centre KT227BP (431 pupils)
  14. 1.6 mile St John's School KT228SP (643 pupils)
  15. 1.6 mile West Hill School KT227PW (95 pupils)
  16. 1.6 mile Woodlands School KT228RY (80 pupils)
  17. 1.7 mile All Saints CofE Infant and Nursery School KT227QT
  18. 1.7 mile St Mary's CofE Infant School KT228RY
  19. 1.7 mile Downsend School, Leatherhead Lodge KT228ST (116 pupils)
  20. 1.9 mile St Peter's Catholic Primary School KT227JN (216 pupils)
  21. 1.9 mile Manor House School KT234EN (321 pupils)
  22. 2 miles Howard of Effingham School KT245JR
  23. 2 miles St Andrew's Catholic School KT227JP (925 pupils)
  24. 2 miles Parkside School KT113PX (362 pupils)

List of schools in Leatherhead

Ofsted report transcript

School report

Oakfield Junior School

Bell Lane, Fetcham, Surrey, KT22 9ND

Inspection dates 13–14 December 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils’ achievement in most subjects is now
Provision and the progress pupils make in the
The quality of teaching has improved and is
Reading is taught well. Pupils make good
Attendance is high and pupils are rarely late
good. Standards by the end of Year 6 have
risen steadily and are now above average.
Able pupils do particularly well.
Learning Difficulties Centre is outstanding.
now good in the great majority of lessons.
progress and develop good skills in tackling
unfamiliar texts.
for school.
Pupils enjoy school, feel safe and are always
Leadership has improved. Senior leaders and
Rigorous checking of teaching and learning and
Provision for disabled pupils and those with
well behaved.
governors are highly motivated, with a well-
judged vision for further improvement.
effective management of teachers’
performance have contributed to better
learning by pupils.
special educational needs within school is
managed well.
Some inconsistencies remain in the progress
pupils make in some aspects of English.
Insufficient opportunities are provided for
pupils to develop their writing skills across the
curriculum. Handwriting has not been
systematically developed and pupils’ work is
not as neatly presented as it might be. There
are some weaknesses in pupils’ spelling.
Curriculum time is not always used flexibly to

permit the development of more effective links
between subjects.

Information about this inspection

  • Inspectors observed 23 lessons, of which five were joint observations with the headteacher.
  • Meetings were held with a group of pupils, the Chair of the Governing Body and another
    governor, the school’s middle and senior leaders, and with a representative of the local
    authority.
  • Inspectors took account of the 107 responses to the on-line questionnaire (Parent View).
  • Inspectors observed the school’s work and looked at a range of school documentation, including
    records of checks on the quality of teaching, the school improvement plan, records relating to
    behaviour, attendance and safeguarding, and extracts from the school’s tracking of pupils’
    progress. A scrutiny of pupils’ written work was also undertaken and inspectors listened to pupils
    reading.

Inspection team

George Logan, Lead inspector Additional Inspector
Lily Evans Additional Inspector
Davis Westall Additional Inspector

Full report

Information about this school

  • Oakfield is an average-sized junior school.
  • Most pupils are from White British backgrounds.
  • The proportion of disabled pupils and those with special educational needs supported by school
    action is well below average. The proportion of pupils at school action plus or with a statement
    of special educational needs is well above average.
  • The school hosts a Learning Difficulties Centre (unit) which has typically accommodated 15
    pupils with moderate learning difficulties. However, because the intake is changing, almost all
    pupils entering the unit recently have severe, complex learning difficulties.
  • The proportion of pupils who are known to be eligible for free school meals and for whom the
    school receives additional income (the pupil premium) is well below the national average.
  • The school meets the government’s current floor standard, which sets the minimum expectations
    for pupils’ attainment and progress.
  • The school has gained a number of awards, including the Eco-Schools Bronze award and the Ed-
    Ward (recognising the school’s work in supporting pupils with epilepsy).

What does the school need to do to improve further?

  • Ensure that pupils achieve well in all aspects of English, and that their progress exceeds the
    expected level year on year, by:
    planning opportunities, in the context of the more flexible use of curriculum time, for pupils to
    practise their writing skills in subjects across the curriculum
    seeking agreement with its partner infant school for the implementation of a joint strategy for
    the development of pupils’ handwriting
    ensuring greater consistency in teachers’ expectations of the quality and presentation of
    pupils’ written work
    implementing a rigorous programme to ensure that weaknesses in pupils’ spelling are rectified.

Inspection judgements

The achievement of pupils is good
  • The school’s evaluation of pupils’ attainment on entry to Year 3 indicates that most are working
    at broadly average levels, with some weaknesses in spelling and handwriting. Not all
    demonstrate robust levels of independence in tackling their school work.
  • Attainment by the end of Year 6 has risen steadily over several years and was above average in
    2012. This looks likely to be sustained in 2013. A higher proportion of pupils than is found
    nationally attained the challenging Level 5 in all subjects in 2012. Some pupils are now tackling
    work at even higher levels.
  • Pupils’ progress has improved steadily year on year. For most pupils, progress was good in 2012,
    with a significant proportion making progress beyond what is normally expected, especially in
    mathematics and reading. However, some inconsistencies in English remain, mainly in writing.
    The promotion of extended writing, the quality of handwriting and accuracy of spelling are all
    variable features.
  • Pupils’ improved progress overall reflects effective actions over time to improve the quality of
    teaching and assessment. Additional small group support is ensuring that pupils have a good
    understanding of the sounds which letters represent (phonics). This underpins pupils’
    increasingly well-established skills in reading. The school recognises the need to implement a
    programme to ensure that pupils acquire a well-formed handwriting style.
  • The school has deployed pupil premium funding to provide additional support for the
    development of core skills in literacy and numeracy and can demonstrate the positive impact of
    these actions. For these pupils, including those in receipt of free school meals, funding has
    supported additional opportunities for swimming and other activities which contribute effectively
    to pupils’ well-being.
  • The support for disabled pupils and those who have special educational needs in the mainstream
    school has improved, under new leadership. The range of different activities has been
    streamlined to ensure that pupils’ needs are met successfully. As a result, these pupils are now
    making better progress, although further work is needed to ensure concise evaluation of the
    impact of each activity.
  • Pupils in the Learning Difficulties Centre achieve outstandingly well, as a result of excellent
    planning and constant evaluation of pupils’ learning, supported by regular formal assessment.
The quality of teaching is good
  • The increased pace of pupils’ learning is a direct reflection of the improvement in teaching
    across the school. Good relationships, well-established routines and high expectations
    characterise almost all lessons.
  • When lessons are most effective, the pace is brisk and pupils are engaged by the activities. In
    an outstanding music lesson, pupils were exploring melodies and scales, based around variations
    on the song ‘Do-Re-Mi’. The pace was skilfully sustained throughout. Pupils were very keen to
    participate. The excellent subject knowledge and enthusiastic approach of the teacher gave
    pupils the confidence to attempt what they might not otherwise have done, such as solo singing.
  • In another high quality, meticulously-planned lesson in the Learning Difficulties Centre, high
    expectations and excellent management of pupils with high level needs, supported by rigorous
    assessment and detailed, individualised planning, promoted excellent development of basic skills,
    including speaking and gross motor skills.
  • The teaching of reading, and the progress made, is now good. The school has introduced
    lessons to rectify any weaknesses in pupils’ knowledge when the pupils enter the school. Pupils
    receive systematic and effective support in recognising the sounds letters make and this
    contributes to their improved reading skills.
  • While teaching is mostly good, ensuring that pupils make increasingly good progress, there are
    some remaining variations in expectation across the school. Not all staff have the same high
    expectations of the quality of pupils’ written work and the school recognises this as an area for
    further consolidation.
  • The school has worked hard to improve the practice and effectiveness of learning support staff.
    As a result, some high quality input by these staff was observed both in the main school and in
    the Learning Difficulties Centre, with a corresponding, positive, impact on pupils’ learning.
  • Overall, assessment is used well to ensure that work is matched closely to pupils’ needs.
    However, there are some remaining inconsistencies in the marking of pupils’ written work, so
    that pupils are not clear in all cases as to the necessary next steps to move their learning on.
The behaviour and safety of pupils are good
  • Pupils’ behaviour is good. Although pupils have few concerns, they feel that a few pupils
    occasionally misbehave or become restless, sometimes because teachers talk for too long, rather
    than allowing them to get on with their work. Overall, pupils are well motivated and eager to
    learn. They eagerly support the many extra activities on offer, including the active eco-
    movement. Most parents and carers who expressed a view feel that behaviour is good.
  • There have been no recent exclusions. Racist incidents, inappropriate behaviour or disruption of
    lessons are all rare. Pupils have great confidence in the adults around them and feel that they
    are always available to deal with any issues. If any incidents occur, robust procedures ensure
    that they are managed effectively.
  • The school is inclusive and, particularly in the Learning Difficulties Centre, provides exceptionally
    well for pupils with a wide range of needs, including, at times, those with epilepsy. Pupils who
    are identified as vulnerable are supported effectively.
  • There are no current reports of any type of bullying. Pupils are aware that bullying may take
    different forms, such as internet bullying or in response to physical differences.
  • Pupils have a good understanding of risk, supported by the school’s input on personal safety,
    including internet safety. Pupils recognise the need to keep themselves safe in different
    circumstances.
  • Effective systems ensure that pupils’ attendance has been well above the national average, year
    on year. Persistent absence is rare. Pupils almost always arrive punctually.
The leadership and management are good
  • Leadership and management have improved significantly since the last inspection. The senior
    leadership team has a shared vision for the school and a determination to raise standards
    further through continued improvement of the quality of teaching, implementation of robust and
    effective systems for checking and improving teaching, establishment of effective assessment
    systems and analysis of pupil progress information and effective collaboration with other schools.
    The development of middle management roles has contributed to the dissemination of good
    practice across the staff team. The leadership of the Learning Difficulties Centre is outstandingly
    effective.
  • The school is making better use of processes to manage the performance of teaching. Salary
    progression decisions are now firmly linked to pupil progress. Staff feel positive about the good
    opportunities for professional development. They feel that this has supported the improvement
    of both teaching and middle management skills. Middle leaders now have more opportunities to
    carry out their roles, such as checking teaching and learning.
  • Progress since the last inspection has been good. There is a clear trend of improvement in
    teaching and outcomes, which has been particularly supportive of the development of more able
    pupils. The school has good capacity for further improvement. Good support from the local
    authority has contributed to the significant progress achieved.
  • The use of curriculum time has been tightly managed, with understandable priority given to
    teaching reading, writing and mathematics. Even so, the remaining subjects, including science
    and information and communication technology, are taught regularly, sometimes in the context
    of themes and topics. Pupils’ response suggests that pupils enjoy their learning. The school has
    not systematically identified opportunities for the development of pupils’ writing skills across the
    curriculum.
  • Pupils’ spiritual and moral development is supported well through collective worship and religious
    education. Pupils have relatively few planned opportunities to engage with other cultures.
  • The governance of the school:
    The governing body has gained a new momentum. The beneficial impact of active and
    informed members has given governors a greater understanding of the school’s strengths and
    weaknesses and an accurate perception of its overall effectiveness. Governors have become
    more robust in challenging the school’s performance. They persistently question areas of
    weaknesses. They understand the quality of teaching across the school and are aware of the
    need to ensure that pay and promotion are rigorously aligned to teachers’ effectiveness. They
    prepare thoroughly for meetings, regularly reviewing each development area. Governors
    undertake regular training. They understand how well pupils achieve and are aware of the
    school’s responsibility to ensure equality of opportunity and to tackle discrimination. They are
    involved in decisions relating to the use of pupil premium funding and in analysing its impact.
    As a result, they can demonstrate that this funding is helping to close the gap in pupils’
    achievement, regardless of initial disadvantage. Governors ensure, along with senior leaders,
    that safeguarding arrangements are secure and effective.

What inspection judgements mean

School

Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
improvement
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 125019
Local authority Surrey
Inspection number 400129

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Junior
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 252
Appropriate authority The governing body
Chair Debbie Trueman
Headteacher Robert Hart
Date of previous school inspection 3 November 2010
Telephone number 01372 374781
Fax number 01372 361049
Email address head@oakfield.surrey.sch.uk

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