School etc

Oakfield Primary School Closed - for academy Oct. 31, 2012

see new Oakfield Primary Academy

Oakfield Primary School
Oakfield Road

phone: 01788 *** ***

headteacher: Mrs H Fielding

reveal email: admi…

school holidays: via Warwickshire council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Oct. 31, 2012
Reason closed
For Academy
OSGB coordinates
Easting: 449780, Northing: 274642
GPS coordinates
Latitude: 52.368, Longitude: -1.2703
Accepting pupils
3—11 years old
Ofsted last inspection
May 26, 2010
Region › Const. › Ward
West Midlands › Rugby › New Bilton
Urban > 10k - less sparse
Investor in People
Committed IiP Status

rooms to rent in Rugby

Schools nearby

  1. Oakfield Primary Academy CV226AU (253 pupils)
  2. 0.1 miles St Marie's Catholic Junior School CV227AF
  3. 0.1 miles St Marie's Catholic Primary School and Nursery CV227AF (424 pupils)
  4. 0.2 miles Bloxam Middle School CV227AU
  5. 0.2 miles St Marie's Nursery and Catholic Infant School CV226AQ
  6. 0.2 miles St Matthew's Bloxam CofE Primary School CV227AU (252 pupils)
  7. 0.3 miles St Matthew's CofE First School CV212AU
  8. 0.3 miles Bishop Wulstan Catholic School CV225EA
  9. 0.3 miles Harris School CV226EA
  10. 0.3 miles Harris CofE Academy CV226EA (839 pupils)
  11. 0.4 miles Rugby School CV225EH (804 pupils)
  12. 0.5 miles Tyntesfield School CV226DY
  13. 0.5 miles Brooke School CV226DY (162 pupils)
  14. 0.5 miles Rokeby Primary School CV225PE (253 pupils)
  15. 0.6 miles Rokeby Infant School CV225PE
  16. 0.6 miles Rokeby Junior School CV225PE
  17. 0.6 miles St Oswald's CofE Primary School CV227DJ (225 pupils)
  18. 0.7 miles Lawrence Sheriff School CV213AG (885 pupils)
  19. 0.7 miles Lawrence Sheriff School CV213AG
  20. 0.9 miles Northlands Primary School CV212SS (227 pupils)
  21. 0.9 miles St Andrew's CofE Middle School CV212NN
  22. 0.9 miles Crescent School CV227QH (165 pupils)
  23. 1 mile Bawnmore Community Infant School CV226JS (177 pupils)
  24. 1 mile Henry Hinde Infant School CV227JQ

List of schools in Rugby

September 2010

Page 1

14 December 2011
Mrs H Fielding
Oakfield Primary School
Oakfield Road
CV22 6AU
Dear Mrs Fielding

Ofsted monitoring of Grade 3 schools: monitoring inspection of Oakfield
Primary School

Thank you for the help which you and your staff gave when I inspected your school
on 13 December 2011

and for the information which you provided before and during

the inspection


Particular thanks to the pupils who took time to speak to me over

lunch and to the governors who came into school.
Since the last inspection there have been significant changes to the pupil population,
as well as to staffing and to the governing body. The number on roll has increased
markedly, and with it the proportion of pupils entitled to free school meals, the
proportion from minority ethnic heritage and the proportion who speak English as an
additional language and at an early stage of language acquisition. The influx of
younger children over the last 18 months has necessitated the expansion of the
Early Years Foundation Stage to accommodate two classes. An additional teacher
was appointed in September 2010 for the Nursery class and a qualified teacher took
up the new learning mentor role in September 2011. At the time of the visit, Year 1
and Year 3 classes were being taught by temporary staff covering teachers on long-
term absence. Exciting plans are in place for the development of a new
accommodation block for the Key Stage 1 and Early Years Foundation Stage
provision for September 2012, which will go some way to alleviating the school’s
problems of limited teaching space and dislocated classrooms.
As a result of the inspection on 26 May 2010, the school was asked to address the
most important areas for improvement which are set out in the annex to this letter.
Having considered all the evidence I am of the opinion that at this time the school
has made:

satisfactory progress in making improvements.

Serco Inspections
Cedar House
21 William Street
B15 1LH
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0121 683 3888

September 2010

Page 2

satisfactory progress in demonstrating a better capacity for sustained

Standards at Key Stage 1 and Key Stage 2 remain low. Results in the most recent
national tests and assessments in 2011 showed little sign of improvement when
compared with the previous year. The proportion of Year 6 pupils who achieved the
standard expected for 11-year-olds in either English or mathematics was well below
average and lower than the minimum expected, the national floor standard. In
mathematics, too few pupils made the two levels progress expected in Key Stage 2.
However, these headline figures belie the school’s effectiveness because end-of-key-
stage results in 2011 are skewed by very high levels of pupil mobility. Eight pupils in
the Year 6 cohort had joined school within the previous 18 months. Although most
made accelerated progress during their time at school, their comparative
underperformance over the key stage adversely affected the school’s overall results.
School data indicates that those pupils who had been at the school throughout the
key stage made at least satisfactory and often good progress. Pupils that arrive at
times other than the start of the key stage and those who speak English as an
additional language make particularly good progress and achieve well.

Observations of teaching confirm the school’s view that the quality of learning is at

least satisfactory and often good. Pupils from different backgrounds and with
particular learning needs, including those with special educational needs and/or
disabilities, are able to make sound progress in reading, writing and in mathematics.
The school uses assessment information rigorously to identify pupils who are falling
behind and to target specific intervention and additional support. Recently, for
example, the appointment of an additional teacher to work with Key Stage 1 pupils
has boosted their numeracy skills and confidence in mathematics.
Provision has been strengthened, notably in the Early Years Foundation Stage where
staff changes have transformed teaching and markedly accelerated children’s
progress. Teachers and teaching assistants together make excellent use of
assessment information to monitor the learning and progress of children in the Early
Years Foundation Stage classes and plan activities appropriate to their individual
needs. The overall quality of teaching has strengthened, although it is not yet
consistently good or better. Throughout the school strong relationships between
adults and pupils create a positive climate for learning, and pupils’ good behaviour
contributes well to their learning and progress. In the best lessons, teachers set very
high expectations of both the quality and quantity of work and sustain a brisk pace
with skilful management. Importantly, they strike the right balance between teacher
exposition and independent pupil activity, because some pupils do not sustain their
concentration for extended periods. Recent reviews undertaken by subject leaders in
mathematics and English highlight key improvements in lesson planning and
assessment. There is a sharper focus on planning specific success criteria, so that
work presents suitable levels of challenge for different groups. A common approach
to marking helpfully gives pupils advice on how to improve their work, but

September 2010

Page 3

monitoring has rightly identified the need to sharpen the focus and impact of this
guidance and ensure that pupils take the opportunity to respond to it.
The school is constantly seeking ways to promote engagement with families,
particularly those who lack the confidence, aspirations or skills to support their

children’s learning and personal development. Staff provide excellent guidance and

encouragement for parents and carers so that they, in turn, can more effectively
support their own children. Making additional provision for children and families after
school, during holiday periods and at weekends is seen as essential in this process.

The work of the learning mentor, linked with support from external agencies, is

beginning to have significant impact because she balances skilfully the need for
advice, support and challenge when dealing with parents and carers. Since
September there has been significant improvement in overall attendance and
The school acted swiftly and effectively in response to the findings of the last
inspection. Steps to improve pupil safety were immediately implemented, as
planned, and all procedures are suitably monitored. The headteacher is strategic and

innovative in seeking and developing initiatives that can promote pupils’ well-being

and strengthen achievement, including a range of well planned partnerships with
external groups and agencies, and with local primary and secondary schools.
Resources are judiciously deployed to target specific curriculum interventions and
additional support where they are most needed, including mentoring for particular
individuals and groups. Staff know the pupils’ multifarious needs and work tirelessly
to support and nurture them, including out-of-school sessions.
Senior leaders and governors have an accurate picture and understanding of the

school’s strengths and priorities for improvement. They understand how to support

pupils and their families in order to maximise their engagement, achievement, well-
being and personal development. Procedures for monitoring the school’s work are
systematic and effective. Since the last inspection key appointments, including
administrative support roles, and the reallocation of specific responsibilities have

strengthened the school’s capacity to improve. Day-to-day management is more

efficient, enabling leaders to be more strategic in planning improvement.
The school receives some support from the local authority and is working hard to
foster partnerships to further strengthen its provision.

I hope that you have found the inspection helpful in promoting improvement in your
school. This letter will be posted on the Ofsted website.
Yours sincerely
Paul Brooker

Her Majesty’s Inspector

September 2010

Page 4


The areas for improvement identified during the inspection which took
place in May 2010

 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 the
more able pupils in all lessons and consistently pointing out what steps pupils
should make to improve further.

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