Oakfield Junior School
Headteacher: Mr Robert Hart Ba Pgce Npqh
reveal email address
School holidays for Oakfield Junior School via Surrey council
240 pupils capacity: 105% full
130 boys 52%
125 girls 50%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- 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
- Urban > 10k - less sparse
- SEN priorities
- MLD - Moderate Learning Difficulty
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles Fetcham Village Infant School KT229JU (180 pupils)
- 0.7 miles Eastwick Junior School KT233PP (380 pupils)
- 0.7 miles Eastwick Infant School KT233PP (250 pupils)
- 1.1 mile Great Bookham County Infant School KT234DH
- 1.2 mile The Lodge KT228DP
- 1.2 mile The Dawnay School KT234JJ
- 1.2 mile The Dawnay School KT234JJ (239 pupils)
- 1.3 mile Polesden Lacey Infant School KT234PT (88 pupils)
- 1.3 mile Downsend School, Leatherhead Lodge KT227HZ
- 1.4 mile The Woodville School KT227BP
- 1.4 mile Therfield School KT227NZ (951 pupils)
- 1.4 mile Yehudi Menuhin School KT113QQ (75 pupils)
- 1.4 mile Leatherhead Trinity School and Children's Centre KT227BP (431 pupils)
- 1.6 mile St John's School KT228SP (643 pupils)
- 1.6 mile West Hill School KT227PW (95 pupils)
- 1.6 mile Woodlands School KT228RY (80 pupils)
- 1.7 mile All Saints CofE Infant and Nursery School KT227QT
- 1.7 mile St Mary's CofE Infant School KT228RY
- 1.7 mile Downsend School, Leatherhead Lodge KT228ST (116 pupils)
- 1.9 mile St Peter's Catholic Primary School KT227JN (216 pupils)
- 1.9 mile Manor House School KT234EN (321 pupils)
- 2 miles Howard of Effingham School KT245JR
- 2 miles St Andrew's Catholic School KT227JP (925 pupils)
- 2 miles Parkside School KT113PX (362 pupils)
Ofsted report transcript
Oakfield Junior School
Bell Lane, Fetcham, Surrey, KT22 9ND
|Inspection dates||13–14 December 2012|
|Overall effectiveness||This inspection:||Good||2|
|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
| 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
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
| 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
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
- 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
|George Logan, Lead inspector||Additional Inspector|
|Lily Evans||Additional Inspector|
|Davis Westall||Additional Inspector|
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.
|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
- 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
- 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
- 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
- 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
- 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
|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 |
|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.
|Unique reference number||125019|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||252|
|Appropriate authority||The governing body|
|Date of previous school inspection||3 November 2010|
|Telephone number||01372 374781|
|Fax number||01372 361049|