Oakfield Primary School
- Oct. 31, 2012)
Phone:01788 *** ***
Headteacher: Mrs H Fielding
213 pupils, Mixed
|Unique Reference Number||125578|
|Inspection dates||26–27 May 2010|
|Reporting inspector||Clive Lewis|
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||191|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 February 2007|
|School address||Oakfield Road|
|Telephone number||01788 565021|
|Fax number||01788 571231|
|Inspection dates||26–27 May 2010|
© Crown copyright 2009
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:
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.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
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.
Outcomes for individuals and groups of pupils
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
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
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
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||2|
|The effectiveness of care, guidance and support||2|
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
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for money||3|
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
|Overall effectiveness of the Early Years Foundation Stage|
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
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.
|My child enjoys school||19||68||9||32||0||0||0||0|
|The school keeps my child safe||15||54||13||46||0||0||0||0|
|My school informs me about my child's progress||12||43||16||57||0||0||0||0|
|My child is making enough progress at this school||11||39||16||57||1||4||0||0|
|The teaching is good at this school||14||50||12||43||0||0||0||0|
|The school helps me to support my child's learning||11||39||15||54||0||0||0||0|
|The school helps my child to have a healthy lifestyle||10||36||16||57||0||0||0||0|
|The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)||9||32||18||64||1||4||0||0|
|The school meets my child's particular needs||8||29||19||68||1||4||0||0|
|The school deals effectively with unacceptable behaviour||6||21||16||57||6||21||0||0|
|The school takes account of my suggestions and concerns||11||39||16||57||1||4||0||0|
|The school is led and managed effectively||7||25||19||68||1||4||0||0|
|Overall, I am happy with my child's experience at this school||13||46||15||54||0||0||0||0|
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%.
|Grade 1||Outstanding||These features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.|
|Grade 2||Good||These are very positive features of a school. A school that is good is serving its pupils well.|
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.|
|Grade 4||Inadequate||These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.|
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
the standard of the pupils' work shown by test and examination results and in lessons.
|Capacity to improve:|
the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.
|Leadership and management:|
the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.
the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.
28 May 2010
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:
Once again thank you for being so welcoming during our visit.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|