Oldfield Primary School
phone: 01244 981772
headteacher: Mr Alan Brown B Ed Npqh
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 %
- Oldfield County Junior School CH35LB
- 0.1 miles Oldfield County Infant School CH35LP
- 0.5 miles Hoole St James's CofE Junior School CH23HB
- 0.5 miles Abbey Gate School CH23HR (53 pupils)
- 0.5 miles Hoole Church of England Primary School CH23HB (367 pupils)
- 0.6 miles Hoole All Saints' CofE Infant and Nursery School CH23HR
- 0.7 miles Cherry Grove Primary School CH35EN (320 pupils)
- 0.8 miles Boughton Heath Primary School CH35RW (210 pupils)
- 0.8 miles St Werburgh's and St Columba's Catholic Primary School CH23AD (331 pupils)
- 0.8 miles St Martin's Academy Chester CH23NG (25 pupils)
- 1 mile Woodfield Junior School CH22QE
- 1 mile Woodfield County Infant School CH22QE
- 1 mile Woodfield Primary School CH22QE
- 1.1 mile Boughton St Paul's Nursery and Infant School CH35BA
- 1.1 mile Kingsway High School CH22LB
- 1.1 mile The Bishops' Blue Coat Church of England High School CH35XF
- 1.1 mile The Bishops' Blue Coat Church of England High School CH35XF (1018 pupils)
- 1.2 mile Newton Primary School CH22LA (369 pupils)
- 1.2 mile Christleton Primary School CH37AY (208 pupils)
- 1.2 mile Guilden Sutton CofE Primary School CH37ES (208 pupils)
- 1.2 mile The Hammond CH24ES (239 pupils)
- 1.2 mile Robert Raikes Tutorial School CH11QQ
- 1.3 mile Christleton High School CH37AD
- 1.3 mile Upton-by-Chester High School CH21NN (1510 pupils)
Oldfield Primary School
Green Lane, Vicars Cross, Chester, Cheshire, CH3 5LB
|Inspection dates||6–7 November 2013|
|Overall effectiveness||This 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.
|Peter Martin, Lead inspector||Additional Inspector|
|Pamela Davenport||Additional Inspector|
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.
|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
- 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
- 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 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||111230|
|Local authority||Cheshire West and Chester|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||208|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 December 2008|
|Telephone number||01244 981772|
|Fax number||01244 321919|