Oakfield Primary School (Closed For Academy - Oct. 31, 2012)
Oakfield Road
Rugby
Warwickshire
CV226AU

Phone:01788 *** ***
Headteacher: Mrs H Fielding

213 pupils, Mixed

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Introduction

This inspection was carried out by three additional inspectors. Inspectors observed 12 lessons, taught by eight teachers. Meetings were held with governors, staff, pupils and, informally, with parents and carers. Inspectors observed the school's work, including a sample of pupils' books, teachers' planning documents, tracking and assessment data, and analysed questionnaires from 28 parents and carers, 77 pupils and 20 staff.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

• the quality of provision in the Early Years Foundation Stage
• the standard of behaviour across the school
• variations in the quality of teaching and, hence, progress across the school
• the rigour of the school's strategies to improve levels of attendance.

Information about the school

This school is smaller than average. Mobility is very high as families move in and out of the area. The proportion of pupils eligible for free school meals is very high and has increased significantly over the last two years. The proportion of pupils from minority ethnic groups is broadly average, as is the proportion learning English as an additional language. The proportion of pupils with special educational needs and/or disabilities is well above average, as is the proportion of pupils with statements of educational need. The school has gained the International School and Investors in People awards, the Activemark accreditation for its work in promoting physical education, and it has Healthy Schools status.

Main findings

Oakfield is a satisfactory school that is improving steadily. Staff have responded positively to the support and guidance they have received for developing English and mathematics and teaching is now at least satisfactory across the school, although the most able pupils are not always challenged enough. Children make satisfactory progress in the Nursery and Reception classes and across the school. However, the curriculum for Nursery and Reception children is not always sufficiently matched to children's needs. Pupils' progress and attainment have improved steadily over the past four years and standards in English and mathematics are now broadly average at Year 6. Parents and carers are very supportive of the school. One parent commented: 'Oakfield attempts to produce "rounded" children equipped with all the necessary skills to go forward to senior school and into their future; the majority of children leave this school with valuable life lessons.' Staff clearly want the best for each child and strive hard to achieve this goal by working closely with families and external agencies.

Pupils have a good understanding of how to keep safe and appreciate the need for healthy lifestyles. Parents and carers say their children enjoy coming to school and pupils agree. However, levels of attendance remain below average, despite improvements and the school's rigorous strategies to lift attendance. This situation occurs because a small minority of pupils do not attend regularly or punctually, and this has a disproportionate impact given the relatively small size of the school. A strong moral code is implicit within the school's ethos and this is reflected in pupils' good behaviour. This, in turn, has a positive effect on the progress pupils make in lessons. The revised curriculum ensures that standards are improving steadily and pupils receive a good variety of interesting activities and experiences through visits, residential stays and visitors to school. Pupils particularly enjoy the after-school activities and clubs, including physical activities. The school has good arrangements for the care of all pupils, which contribute to their well-being and support their learning effectively. Staff know and care deeply for all pupils and provide rigorous procedures to help ensure that all pupils, including those in disadvantaged circumstances, are able to access the curriculum and make progress. Data from the school's assessment and tracking system are used well to ensure that any pupil falling behind is identified quickly and support is provided promptly. The school has very good links with the local community and organisations, and is developing ties with groups in this country and overseas. The school is aware of the urgent need to finalise plans for improving safety on the lower playground. In all other respects, it is rigorous in ensuring the safeguarding of pupils. The school has a broadly accurate understanding of how well it is doing and what needs to be done next and demonstrates a satisfactory capacity to maintain and sustain improvement.

What does the school need to do to improve further?

• Finalise, with immediate effect, and action swiftly thereafter, appropriate strategies to improve pupils' safety when playing on the lower playground.

• Improve staffing, planning and resources in the Early Years Foundation Stage so as to ensure a curriculum that is appropriate and relevant for both the youngest Nursery children and the oldest Reception children at all times.

• Reduce avoidable absence by promoting the importance of regular attendance with all parents and carers.

• Improve the quality of teaching so that it is consistently good or better throughout the school, particularly by ensuring appropriate challenge for more able pupils in all lessons and consistently pointing out what steps pupils should take to improve further.

• About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

Observations and data confirm that standards at Year 6, which were well below average, have improved steadily over the last four years. Results in the 2009 national tests improved on those of the previous year, and standards in English and mathematics were broadly average. Pupils make satisfactory progress from their starting points. However, attainment in science was significantly below national averages. Inspectors saw a similar picture, reflecting the school's strong and successful focus on improving reading, writing and mathematics, although it has yet to be as successful with science. Pupils with special educational needs and/or disabilities make good progress because of the very effective support provided by teachers, teaching assistants and outside agencies.

Although the school caters for a number of pupils with significant behavioural difficulties, it has very good systems and strategies to support these pupils. Observations during lessons and around the school confirm that, in the great majority of cases, pupils' behaviour is good and a credit to the school. Pupils show respect for the feelings and beliefs of others. Most have good attitudes to learning and develop considerate relationships with peers and adults. They understand the need for healthy lifestyles and exercise. They say they feel safe in school. Pupils have a good range of opportunities to contribute to school and local communities through the work of the school council and regular collections for a number of charities. The school has good systems to monitor and improve attendance and makes very good use of a range of partnerships to encourage regular attendance. As a result, improvements to attendance have been made over the last three years. Nevertheless, there remains a small but persistent minority of pupils who continue to give the school concern.

These are the grades for pupils' outcomes

¹ The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

How effective is the provision?

There are some strong features in the teaching provided, and a number of good and one outstanding lesson were observed. Nonetheless, teaching is not consistently good enough to ensure the rapid progress pupils must make in order to raise attainment further. Most teachers demonstrate good subject knowledge. They ensure classroom routines are made clear and regularly reinforced so that learning takes place in a well-structured environment in which all pupils can contribute to lessons. Learning intentions are made clear at the beginning of each lesson and, as a result, pupils know precisely what it is that they are expected to do. Teachers are developing a better understanding of the progress the pupils in their care are making due to a regular half-termly analysis of assessment and tracking data. Despite this, in a small number of satisfactory lessons, the pace of learning was inconsistent and work was not always sufficiently challenging for the more able pupils. A strong emphasis is placed on promoting positive behaviour. Teachers' marking of pupils' work is up-to-date and encouraging but does not consistently point out what steps pupils should take to improve further. The curriculum has been improved recently by a move towards more cross-curricular themes, and pupils told inspectors that they liked their new lessons. Pupils are provided with a good range of enrichment opportunities to develop new skills and interests. These include well-attended after-school clubs, with sports activities taught by professional coaches. The school's good arrangements for the care of all pupils, including those with special educational needs and/or disabilities, contribute to their good development and well-being and support their learning very well. The school provides a safe haven for many of its pupils and helps them to manage their behaviour and feelings. When needed, a wide range of specialists and support agencies is called upon to support those pupils whose circumstances make them vulnerable.

These are the grades for the quality of provision

How effective are leadership and management?

The headteacher, with the support of senior leaders and the local authority, has successfully introduced a number of initiatives designed to arrest underachievement and instil a culture of accountability in the staff and pupils. Improvements include securing good behaviour in lessons and around the school, strengthening the rigour of systems for improving attendance and monitoring and supporting teaching so that it is now satisfactory or better across the school. The school has also improved the analysis and use of assessment and tracking data, and has introduced a more child-friendly curriculum. Key subject leaders are starting to effect improvements in English and mathematics. Progress has improved as a result of these initiatives. The governing body has a reasonable overview of the school's work and future priorities and governors are fulfilling their roles satisfactorily. The school has good relationships with most parents and carers and its good partnerships with outside agencies support pupils' learning and well-being. The school promotes equality of opportunity so that pupils with additional learning needs narrow the gap with their classmates, although more able pupils are not always pushed enough. The school has a good understanding of its religious, ethnic and socio-economic characteristics and those of the local community. It has developing links with a school in a contrasting environment in the United Kingdom and strong links with a primary school in Ghana. The school has satisfactory safeguarding procedures. It identifies dangers, fosters a realistic understanding of risk and helps pupils to keep themselves safe. However, the leadership and governing body are aware of the urgent need to finalise plans and make the changes necessary to improve safety for the lower playground.

These are the grades for leadership and management

Early Years Foundation Stage

Children make satisfactory progress as they move through the Nursery and Reception classes and clearly enjoy school. They have settled into the routines well and play happily together and independently. They undertake a variety of whole-class and group activities and, in most cases, cooperate well when working with others. They delight in learning and seeing new things. Good relationships are being developed with parents and carers through daily contact. Pastoral care and welfare arrangements are good. Consequently, children are safe, well cared for and aware of how to be healthy. Children with special educational needs and/or disabilities are well-supported and are integrated well into all activities. Adults have a sound knowledge of the learning and development and welfare requirements and guidance for the Early Years Foundation Stage. They manage children and their behaviour appropriately. However, for much of each day, Nursery and Reception children work and play together at the same activities, indoors and out. Current staffing, planning and resourcing do not always take sufficient account of the differing needs of the youngest Nursery children and Reception children who are about to enter the more formal environment of Year 1.

These are the grades for the Early Years Foundation Stage

Views of parents and carers

Only a small percentage of parents and carers responded to the parental questionnaire. However, of those who did respond, the very large majority had very positive views of almost all the school's provision. All felt that their children enjoy school, that the school keeps pupils safe, informs parents and carers of how they can support their children and declared themselves, overall, very happy with the school. However, a significant minority felt that the school does not deal effectively with unacceptable behaviour. The inspectors investigated this aspect of provision very carefully and found that, although the school does have more pupils than average with significant behavioural difficulties, it has very effective policies and strategies for dealing with these pupils. The behaviour of the great majority of pupils is good, both in lessons and the playground.

Ofsted invited all the registered parents and carers of pupils registered at Oakfield Primary School to complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 28 completed questionnaires by the end of the on-site inspection. In total, there are 191 pupils registered at the school.

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

Overall effectiveness of schools

28 May 2010

Dear Pupils

Inspection of Oakfield Primary School, Rugby, CV22 6AU

Thank you for welcoming the inspectors to your school and for talking to us about what you do there. Oakfield is a satisfactory school. Those who lead your school do so satisfactorily and provide you with good care and guidance. It was good to see that you clearly enjoy school and that you know how important it is to eat healthily and take regular exercise. It is to your credit that most of you behave well and get on well with each other and with all the staff. However, although your standards in reading, writing and mathematics are clearly improving, I want the school to further improve standards by:

• making sure more of you attend school regularly and on time; this is one area where it is really up to you and your parents and carers to help the school to do better
• making sure that all teachers give you work that really challenges you in all lessons so that you always do your best
• ensure plans to improve safety on the lower playground are put into effect as soon as possible
• improve planning and lessons in the Nursery and Reception classes so that all children have work to do that really makes them think.

Once again thank you for being so welcoming during our visit.

Yours sincerely

Clive Lewis

Lead inspector