School etc

Oldfield Primary School

Oldfield Primary School
Green Lane
Vicars Cross

phone: 01244 981772

headteacher: Mr Alan Brown B Ed Npqh

reveal email: adm…


school holidays: via Cheshire West and Chester council

210 pupils aged 4—10y mixed gender
210 pupils capacity: 100% full

110 boys 52%


100 girls 48%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 343068, Northing: 367090
GPS coordinates
Latitude: 53.198, Longitude: -2.8537
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 6, 2013
Region › Const. › Ward
North West › City of Chester › Great Boughton
Urban > 10k - less sparse
Free school meals %

rooms to rent in Chester

Schools nearby

  1. Oldfield County Junior School CH35LB
  2. 0.1 miles Oldfield County Infant School CH35LP
  3. 0.5 miles Hoole St James's CofE Junior School CH23HB
  4. 0.5 miles Abbey Gate School CH23HR (53 pupils)
  5. 0.5 miles Hoole Church of England Primary School CH23HB (367 pupils)
  6. 0.6 miles Hoole All Saints' CofE Infant and Nursery School CH23HR
  7. 0.7 miles Cherry Grove Primary School CH35EN (320 pupils)
  8. 0.8 miles Boughton Heath Primary School CH35RW (210 pupils)
  9. 0.8 miles St Werburgh's and St Columba's Catholic Primary School CH23AD (331 pupils)
  10. 0.8 miles St Martin's Academy Chester CH23NG (25 pupils)
  11. 1 mile Woodfield Junior School CH22QE
  12. 1 mile Woodfield County Infant School CH22QE
  13. 1 mile Woodfield Primary School CH22QE
  14. 1.1 mile Boughton St Paul's Nursery and Infant School CH35BA
  15. 1.1 mile Kingsway High School CH22LB
  16. 1.1 mile The Bishops' Blue Coat Church of England High School CH35XF
  17. 1.1 mile The Bishops' Blue Coat Church of England High School CH35XF (1018 pupils)
  18. 1.2 mile Newton Primary School CH22LA (369 pupils)
  19. 1.2 mile Christleton Primary School CH37AY (208 pupils)
  20. 1.2 mile Guilden Sutton CofE Primary School CH37ES (208 pupils)
  21. 1.2 mile The Hammond CH24ES (239 pupils)
  22. 1.2 mile Robert Raikes Tutorial School CH11QQ
  23. 1.3 mile Christleton High School CH37AD
  24. 1.3 mile Upton-by-Chester High School CH21NN (1510 pupils)

List of schools in Chester

School report

Oldfield Primary School

Green Lane, Vicars Cross, Chester, Cheshire, CH3 5LB

Inspection dates 6–7 November 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
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

Overall achievement in the school is good.
Teaching is consistently good and some
Pupils have a real desire to learn. They listen
Pupils enter the school with knowledge and
skills which are broadly typical for their age,
make good progress and, by the end of year
6, attain well above the national average.
outstanding. Robust monitoring of the quality
of teaching supported by well-targeted
additional training for teachers is ensuring
continued improvement. Teaching staff are
well-supported by their school leaders.
to their teachers carefully and work together
very well. Behaviour is excellent in and out of
the classroom. Attendance is consistently
much higher than the national average.
The school provides a friendly, safe
School leaders provide a calm and determined
The monitoring of English and mathematics is
The school is very inclusive. Its curriculum is
Governance of the school is good. Governors
environment for its pupils. Parents are very
happy about the standards of care their
children receive and believe it to be a strength.
drive to bring about continuous school
improvement. They have an accurate picture of
where the school is, where it needs to go and
what needs to be done to get it there.
robust and driving up standards.
outstanding and provides a rich and broad
experience of learning for all its pupils.
are very well-informed and committed to the
school. They ensure that the school meets all
its statutory requirements and hold it to
account for its actions.
Teaching is not yet outstanding.
The outdoor provision in the Early Years
Pupils do not always present their work to the
Foundation Stage does not provide enough
opportunities for the children to develop their
literacy and numeracy skills.
best of their ability.
On occasions, work set for some pupils does
The leadership of the foundation subjects is
not match the pupils’ ability and provide
enough challenge, especially for the most able.
less effective in monitoring standards in those

Information about this inspection

  • The inspectors observed 15 lessons delivered by seven teachers including a joint observation
    with the headteacher. In addition, the inspectors made a few short visits to observe pupils in
    small group phonics sessions and also heard some pupils read. They examined pupils’ work in
    their current books as well as looking at books from the previous year. An inspector also carried
    out a learning walk to assess the wider curriculum.
  • The team held meetings with the headteacher, senior leaders, subject leaders, staff,
    representatives of the governing body, a group of parents, and spoke by telephone to a local
    authority representative and to the School Improvement Partner. Inspectors also met with two
    groups of pupils and talked to pupils during lessons and on the playground.
  • The inspectors observed the work of the school and looked at a range of documents including:
    the school’s own information about pupils’ progress; planning; the monitoring of learning and
    teacher performance; organisation of the curriculum; safeguarding information; and the minutes
    of governing body meetings.
  • Inspectors also took account of 58 responses to the online survey (Parent View) and also 16
    responses to the inspection questionnaire for staff.

Inspection team

Peter Martin, Lead inspector Additional Inspector
Pamela Davenport Additional Inspector

Full report

Information about this school

  • This is a below average-sized primary school.
  • The proportion of disabled pupils and those with special educational needs supported at school
    action is lower than that found in most schools. The proportion supported at school action plus
    or with a statement of special educational needs is also below the national average.
  • The proportion of pupils known to be eligible for the pupil premium is much lower than the
    average seen nationally. (This is additional funding provided by the government for those pupils
    known to be eligible for free school meals, children from service families and those children who
    are looked after.)
  • The large majority of pupils are of White British heritage. The proportion of pupils from minority
    ethnic groups, including those who are learning English as an additional language, is well below
    that found nationally.
  • There have been significant changes to the governing body with a new chair and vice-chair in
    place since September 2012.
  • The school hold the International School’s Award and is a Global Expert Learning Centre.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Provide more opportunities in the Early Years Foundation Stage for children to develop their
    literacy and numeracy skills, particularly in the outdoor provision.
  • Improve teaching so that more is outstanding by:
    ensuring that the learning needs of all pupils, particularly the most able, are met by providing
    work which consistently matches their level of ability and is sufficiently challenging
    provide pupils with more opportunities to work independently and pursue their own interests
    ensuring that pupils always present their work to the best of their ability
    give teachers more opportunities to observe and learn from the best teachers in the school.
  • Develop the role of foundation subject leaders to enable them to more effectively monitor and
    evaluate the standards in their subjects.

Inspection judgements

The achievement of pupils is good
  • The children enter the Early Years Foundation Stage with knowledge and skills which are broadly
    typical for their age. They settle in smoothly and quickly develop a good level of independence.
    They enter Key Stage 1 having made a level of development above that seen nationally.
  • By the end of Year 6 the attainment of pupils is significantly above the national average and has
    been so for the past three years. The proportion of pupils making the expected progress in Key
    Stage 2 is higher than seen nationally. However, the proportion exceeding the expected progress
    is in line with the national average in all subjects and is indicative of some lack of challenge for
    the most able.
  • There has been a gradual upward trend in attainment in Key Stage 1 over the last three years
    despite a dip in 2012 in boys’ writing. Decisive action by school leaders and changes made to the
    approaches in teaching have resulted in a marked improvement in boys’ achievement in all
    subjects in 2013. Pupils are now making rapid and improving progress in both key stages.
  • Improved standards in English and mathematics reflect the strong leadership in both subjects.
    As a consequence of well-planned lessons and careful monitoring of pupils’ progress, standards
    of attainment in reading and writing are significantly above the national average, although the
    quality of presentation of some work does not always match the content and accuracy of the
    writing. Standards are also high in mathematics and well above those seen nationally.
  • Well-organised and well-paced teaching of phonics (the linking of letters to their sounds) has
    ensured that the proportion of pupils achieving the expected standard set by the government
    has been above the national average for the last two years.
  • The number of pupils who are known to be eligible for pupil premium funding is very small and
    in some classes there are none at all. The school uses the small amount of additional funding to
    provide additional support to meet the individual needs of these pupils and ensure that they are
    able to access all educational opportunities the school provides. As a result, they are making
    good progress.
  • The proportion of pupils who have disabilities or special educational needs is also low compared
    to the national average. However, these pupils present a wide range of needs, some of which
    are complex. The school’s thorough and well-organised provision of additional support for these
    pupils is excellent and ensures that these pupils make good and in some cases outstanding
    progress in their learning.
  • The school’s commitment to equal opportunities for all its pupils is shown by the high level of
    pupil attendance, the steps to ensure that all pupils have access to full curriculum during and
    after school and that all its pupils make good progress.
The quality of teaching is good
  • Teaching observed during the inspection was consistently good with some outstanding. This
    matches the school’s own evaluation of its teaching quality and matches the picture of good
    teaching over time suggested by the pupils’ achievement.
  • Teachers make lessons interesting. They are given at a good lively pace which ensures that
    pupils are well motivated and learn quickly. Teachers use good questioning skills to check on
    pupils’ understanding and to provide them with further challenge.
  • Marking is consistently of a high standard. It tells pupils clearly what they have achieved and
    what they need to do to improve their work. Time is routinely given to pupils to reflect on what
    the marking is telling them and make improvements to their work.
  • The teaching of phonics is most effective. Pupils are actively engaged in activities and games
    which are fun and help them to learn quickly and apply the skills in their reading and writing.
  • The Early Years Foundation Stage provides a secure and happy place to learn and gets the
    children off to a good start in their school life. Children, some of whom have complex learning
    and social needs, are well supported by caring staff who help them to develop their confidence
    and social skills thus preparing them to become good learners. Children’s independence is
    encouraged, for example children were observed accessing computer programmes to develop
    their mathematics skills without the need of an adult. However, opportunities to develop the
    children’s literacy and numeracy skills are not fully exploited, particularly in the outdoor
  • The development of independence in the pupils is generally a strength of the school. For
    example, in an outstanding lesson in Year 6, pupils were writing biographies about Anne Frank.
    They were allowed to decide for themselves the focus for their research and then get on with it
    using computers very effectively as a source of information. The teacher set high expectations
    for their work and checked on their progress constantly seeking to make the pupils challenge
    themselves and the quality of what they produced.
  • However, in some lessons the work set for pupils is not challenging enough, particularly for the
    most able, and on occasions teachers restrict the pupils’ opportunities to start their work early in
    the lesson and to learn on their own.
  • Expectations of the quality of handwriting and the presentation of the pupils’ work are not
    consistently high enough.
  • Parents and pupils share very positive views about the quality of teaching. Pupils say their
    lessons are fun and that ‘teachers always help us when we need it’. Parents say their children
    enjoy school and cannot wait to tell them about what they have been doing in school when they
    get home. They are very appreciative of the wide and rich experiences the school offers their
  • Skilled teaching assistants are used effectively to support pupils in their learning during lessons
    and also in providing additional targeted support for pupils who have been identified as needing
    it. This contributes greatly to pupils’ progress.
The behaviour and safety of pupils are outstanding
  • The school provides a happy and safe environment where pupils feel safe and very well cared
    for by all the adults.
  • Pupils’ behaviour makes a very positive contribution to their good progress in lessons. They are
    keen to learn. They listen very carefully to their teachers. They are given lots of opportunities to
    work together in pairs and groups and they do this very well. Consequently, lesson run smoothly
    and pupils learn quickly.
  • Pupils are very friendly and polite. They speak very appropriately to adults and each other. They
    have excellent manners and move about the school in an orderly way.
  • Pupils say they feel very safe at school. They comment, ‘Teachers are really friendly’, and, ‘If
    you have a problem you can go to them’. Pupils also have an excellent understanding of how to
    keep themselves safe. For example, they are fully aware of the dangers posed by internet use.
    This is because they have received effective teaching at school.
  • Pupil, parents and staff all agree that behaviour and the arrangements for safeguarding of pupils
    are very good.
  • Pupils have a deep understanding of what bullying is and are able to talk about it in a very
    articulate way. For example, one pupil described it as ‘consistently mentally or physically hurting
    someone’. They are adamant that there is no bullying in their school. They say that there is
    sometimes ‘a bit of falling out’ but that this is dealt with quickly and effectively by the staff.
    School records of behaviour and incidents confirm this positive picture.
  • Attendance at the school has been well above the national average for the last four years and
    still improving. The proportion of pupils who are persistently absent is negligible. Parents say
    attendance is so high because their children, ‘like coming to school’, and, ‘do not want to stay off
    even when they are ill’.
  • Pupils are keen to assume responsibilities and make a contribution to life of their school such as
    serving on the school council or acting as Reception class buddies. They are very aware of other
    cultures and the needs of people in the wider community and the world and eager to do what
    they can to help.
The leadership and management are good
  • Senior leaders set high expectations and provide a calm and determined drive for continuous
    school improvement. Arrangements for monitoring the quality of teaching and the tracking of
    pupils’ progress are very rigorous. School leaders use this information and data very effectively
    to accurately evaluate the school’s performance and plan effective actions to bring about further
  • The monitoring of the quality of teaching and teacher performance is very rigorous and
    progression in pay is closely linked to teacher performance.
  • The monitoring of standards of teaching and pupils’ progress in English and mathematics is
    excellent. Middle managers are highly effective in identifying the school’s strengths and setting
    clear priorities for further improvement. This is driving up standards. However, the arrangements
    for monitoring standards in other subjects are at an early stage of development and the
    opportunities for teachers to observe good practice within their own school to support their own
    teaching are too limited.
  • The school systems for checking on the progress of pupils are highly effective. Pupils’ progress is
    reviewed regularly and pupils who are falling behind or having difficulties with their learning are
    identified. Timely and well-targeted additional support ensures that pupils are making good
  • Pupils’ spiritual, moral, social and cultural development is extremely well catered for by a broad
    and rich curriculum which provides numerous enrichment activities. Sporting and creative
    opportunities during and after school are extensive and varied and contribute a great deal to
    pupils’ enjoyment of school and their physical and emotional well-being. Activities such as ‘Forest
    Schools’ and the school’s status as a ‘Global Expert Centre’ and involvement in the Comenius
    Project and Afri-Twin ensure that pupils are provided with a wide range of experiences which
    enhance their learning.
  • Links with parents are very good. Parents say they are kept well-informed about their children’s
    progress and about events in school. The vast majority are very happy with the education the
    school provides and feel their children are well-prepared for when they leave to start their
    secondary education.
  • The local authority provides the school with ‘light touch’ support.
  • All statutory safeguarding duties are fulfilled. Pastoral care is a strength of the school.
  • The governance of the school:
    – Governors are well-informed about the work of the school and its current priorities for
    improvement. They regularly and closely monitor the progress the school makes in meeting
    the planned objectives in the school improvement plan. They have a clear picture of the
    quality of teaching and its leadership and of the progress made by pupils. They oversee
    arrangements for performance management of teachers and make considered decisions
    regarding pay progression. Clear strategies are agreed for the use of additional funding for
    pupil premium pupils and sporting provision. The impact of such funding is evaluated and the
    school held to account for its actions.

What inspection judgements mean


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
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 111230
Local authority Cheshire West and Chester
Inspection number 426239

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 208
Appropriate authority The governing body
Chair Simon Barrowcliff
Headteacher Alan Brown
Date of previous school inspection 10 December 2008
Telephone number 01244 981772
Fax number 01244 321919
Email address reveal email: adm…


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