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The Oaklands Primary School Closed - academy converter Dec. 31, 2012

see new The Oaklands Primary School

The Oaklands Primary School
Dolphin Lane
Acocks Green
West Midlands

phone: 0121 *** ***

headteacher: Mr Adrian Davies


school holidays: via Birmingham council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Dec. 31, 2012
Reason closed
Academy Converter
OSGB coordinates
Easting: 412293, Northing: 282586
GPS coordinates
Latitude: 52.441, Longitude: -1.8206
Accepting pupils
3—11 years old
Ofsted last inspection
Oct. 16, 2012
Region › Const. › Ward
West Midlands › Birmingham, Yardley › Acocks Green
Urban > 10k - less sparse

rooms to rent in Birmingham

Schools nearby

  1. The Oaklands Primary School B277BT (265 pupils)
  2. 0.2 miles Archbishop Ilsley Catholic School B277XY (1153 pupils)
  3. 0.4 miles Acocks Green Junior School B277UQ
  4. 0.4 miles Acocks Green Infant and Nursery School B277UQ
  5. 0.4 miles Holy Souls Catholic Primary School B276BN (417 pupils)
  6. 0.4 miles Acocks Green Primary School B277UQ
  7. 0.4 miles Acocks Green Primary School B277UQ (494 pupils)
  8. 0.5 miles Severne Junior Infant and Nursery School B277HR (441 pupils)
  9. 0.5 miles Ninestiles School B277QG
  10. 0.5 miles Kineton Green Primary School B927EB (239 pupils)
  11. 0.5 miles Ninestiles School, an Academy B277QG (1312 pupils)
  12. 0.7 miles Yarnfield Primary School B113PJ
  13. 0.7 miles Al-Burhan Grammar School B113DW (105 pupils)
  14. 0.7 miles Yarnfield Primary School B113PJ (685 pupils)
  15. 0.8 miles Lakey Lane Junior and Infant School B288RY (413 pupils)
  16. 0.8 miles Cottesbrooke Junior School B276JL (350 pupils)
  17. 0.8 miles Cottesbrooke Infant School B276LG (345 pupils)
  18. 0.8 miles Eastbourne House School B276LL
  19. 0.8 miles St Margaret's Church of England Voluntary Aided Primary School B927RR (240 pupils)
  20. 0.8 miles Our Lady of Compassion Catholic Primary School B927EG (339 pupils)
  21. 0.8 miles Cottesbrooke Infant School B276LG
  22. 0.8 miles Kimichi School B276LL
  23. 0.9 miles Reynalds Cross School B927ER (107 pupils)
  24. 0.9 miles Swanswell School B927ER

List of schools in Birmingham

School report

The Oaklands Primary


Dolphin Lane, Acocks Green, Birmingham, B27 7BT

Inspection dates 16–17 October 2012
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Satisfactory 3
Achievement of pupils Requires improvement 3
Quality of teaching Requires improvement 3
Behaviour and safety of pupils Requires improvement 3
Leadership and management Requires improvement 3

Summary of key findings for parents and pupils

This is a school that requires improvement. It is not good because
The school has the following strengths

The quality of teaching is not strong enough
Teachers do not teach phonic skills (linking
Teachers too often repeat the same
Teachers do not always effectively correct
When marking pupils’ work, teachers do not
to ensure that all pupils make good progress,
particularly the more-able.
letters and sounds) well, or hear younger
pupils read often enough.
mathematical exercises and do not help
pupils adequately to use their skills to solve
grammar, punctuation and spelling.
give clear guidance on how pupils may
improve it.
Pupils are not taught how to learn on their
The headteacher gathers and analyses a huge
Senior leaders do not check teachers’ planning
The governing body does not probe the links
own. This holds pupils’ progress back,
especially those who are more able.
amount of information about pupils’ progress
but does not use it effectively to raise
achievement throughout the school.
in advance of lessons to see whether work is at
the right level for all pupils.
between teaching, development planning and
pupils’ performance well enough.
Nursery and Reception children quickly learn
The school ensures that pupils work and play
to share, take turns, listen to and respect
each other. Pupils build on these good
personal skills throughout their time at
primary school.
in a safe learning environment, and also learn
how to keep themselves safe.
Teachers manage pupils’ behaviour well and
Because the school has fostered good
pupils concentrate even when not particularly
stretched or motivated by what they are given
to do.
relationships with parents, pupils’ attendance
has improved and is now about average.

Information about this inspection

  • The inspectors observed teaching and learning in 14 lessons, made visits to six others, and
    listened to two groups of pupils read.
  • The headteacher joined the lead inspector for three observations, and together they looked at
    work in pupils’ books.
  • Meetings were held with staff, groups of pupils, and three members of the governing body, and
    a telephone conversation took place with a representative from the local authority.
  • Inspectors looked at a range of evidence including: the school development plan; self-evaluation
    information; the school’s data for tracking pupils’ progress; teachers’ planning; monitoring
    reports; the work in pupils’ books; minutes of governing body meetings; and the school’s
    documentation relating to safeguarding.
  • Inspectors met some parents informally at the start of the school day and took account of the 22
    responses from parents that were posted on Parent View (Ofsted’s online parent questionnaire).
  • The inspection was quality assured by one of Her Majesty’s Inspectors.

Inspection team

Doris Bell, Lead inspector Additional Inspector
Jennifer Taylor Additional Inspector

Full report

Information about this school

  • This is an average-sized primary school.
  • The proportion of pupils eligible for the pupil premium, which provides additional funding for
    children in local authority care and pupils known to be eligible for free school meals, is well
    above average.
  • The proportion of pupils identified with special educational needs, supported through school
    action is average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is above average.
  • The proportions of pupils from minority ethnic backgrounds, including those for whom English is
    an additional language, are above average.
  • The school meets the government’s floor standards, which set the minimum expectations for
    pupils’ achievement and progress.
  • The school has its own breakfast club. It has achieved a Healthy Schools Award.

What does the school need to do to improve further?

  • Strengthen teaching so that pupils throughout the school make more rapid progress by:
    making sure all teachers have high expectations of what pupils can achieve so that they can
    help them to reach their potential
    ensuring that teachers give more-able pupils harder work to keep up the pace of their
    increasing opportunities for pupils to work on their own so that they are better able to think
    and learn for themselves
    improving the quality of teachers’ marking so that pupils understand clearly how they can
    improve their work
    giving pupils time to respond to marking, do corrections and learn from their mistakes.
  • Speed up pupils’ progress in reading and writing by ensuring that:
    all staff fully understand how to teach letters and their sounds and encouraging pupils to use
    the knowledge and skills they develop to improve their reading and writing, particularly their
    staff listen to younger pupils reading more frequently, and that pupils always have books
    that take their reading skills further
    pupils understand and use punctuation and grammar correctly in all of their writing, and that
    their handwriting is clear and legible, and spelling accurate.
  • Speed up progress in mathematics by:
    ensuring that number and problem-solving skills are taught well throughout the school so
    that pupils understand the basic concepts long before they get to Year 6
    ensuring that teachers provide increasingly challenging real-life mathematical problems for
    pupils to solve using their knowledge of numbers.
  • Improve the impact that leadership and management have on teaching and learning by:
    ensuring assessments are always accurate, and data and target setting are used effectively
    to secure good progress for all pupils
    checking planning before teachers use it to ensure that the work planned is at the right level
    for each pupil, and teachers have high expectations of all groups
    developing the skills of the governing body in understanding information about pupils’

Inspection judgements

The achievement of pupils requires improvement
  • Children start Nursery with skills that are below those expected for their age. Although their
    learning still requires improvement, they are closer to where they are expected to be when they
    start Year 1. The provision for outdoor learning has improved since the previous inspection,
    providing better opportunities for children to develop a range of skills outdoors as well as
  • Attainment is usually broadly average at the end of Year 2 and Year 6. In 2012, attainment in
    Year 2 fell to below average. Following a dip in attainment in Year 6 in 2011, pupils reached
    higher standards in Year 6 in 2012 than in previous years.
  • The proportion in Year 6 making better than expected progress in English and mathematics
    exceeded that found nationally in 2012. Nevertheless, in Years 3 to 5, too few pupils exceed the
    expected rate of progress to ensure that these improvements are sustainable. Progress is better
    in Year 2 than in Year 1.
  • Pupils enjoy reading, and they read daily in guided reading sessions. However, younger pupils
    do not read often enough on their own with adults. A number of pupils are not able to use their
    developing knowledge of letters and sounds to help them, because some of the teaching is
  • Weaknesses in handwriting, grammar, spelling and punctuation persist in pupils’ writing through
    to Year 6. Teachers do not systematically correct such errors, therefore, pupils are not
    constantly reminded to avoid them. Lessons too often start with pupils having to complete
    pedestrian tasks that many find too easy. Opening sessions often last too long, leaving pupils
    too little time to practise the skills they have learned.
  • In mathematics, pupils complete many exercises accurately but have too few opportunities to
    use their skills to solve mathematical problems. When they are given opportunities, the problems
    do not increase enough in complexity to ensure work is hard enough for all pupils, and
    particularly the more-able.
  • The progress of disabled pupils, and those who have special educational needs improved in
    2012, alongside other pupils. These pupils are often withdrawn in smaller groups to boost their
    learning. They make good progress in their groups but do not always transfer their learning to
    their work in class.
  • There is no discernible difference between the progress of pupils for whom the school receives
    extra money and that of other pupils.
  • Pupils from minority ethnic groups did better than other pupils in 2012, and those for whom
    English is an additional language quickly learn to speak English. Nevertheless, they sometimes
    struggle to read words they do not know, and staff do not always check that they, or other
    pupils who might struggle, know the meanings of new or unfamiliar words.
The quality of teaching requires improvement
  • The quality of teaching varies too much to ensure pupils in all year groups make good progress
    each year. The upturn in Year 6 in 2012 was helped by the use of pupil premium money to
    increase staffing levels in Year 6 so that pupils could be taught in smaller groups. This has been
    continued with the current Year 6 group.
  • Teachers tend to tell pupils how to do things rather than guide them to find things out for
    themselves. They sometimes ask and answer their own questions, leaving pupils little time to
    think for themselves. The opposite was true in an excellent Year 4 lesson, where pupils were
    strongly encouraged to work together and discuss and improve their learning. Here, the teacher
    skilfully guided learning and ensured all pupils made at least good progress.
  • Pupils’ work is always marked but written marking does not always give clear guidance on how
    to improve. The school’s practice of not systematically marking punctuation, grammar and
    spelling limits the pupils’ progress in writing. Teachers in Years 3 and 5 left such errors
    uncorrected in their own writing as they modelled for pupils what they wanted them to do. This
    was unhelpful.
  • Much work in English and mathematics consists of exercises that are at the same level for all the
    pupils, despite their differing abilities. The exercises are sometimes too easy for everybody and
    result in little learning. For example, in a Year 6 English session, less-able pupils filled in blanks
    on worksheets, while other pupils copied the worksheet out, filling in the blanks as they did so.
    This wasted valuable writing time.
  • The teaching of letters and sounds requires improvement. Adults are sometimes too quick to say
    the sounds and words, instead of letting pupils read and say them, and learning is not always
    followed up with tasks that help pupils to consolidate and extend what they have learned. In
    Year 2, the use of computers in teaching reading was not effective because pupils were largely
    left to their own devices, with little guidance from the program or teacher.
  • Disabled pupils and those who have special educational needs, and pupils who are falling
    behind, are targeted for extra help, usually from teaching assistants. Teachers do not always
    ensure that pupils use what they learn in withdrawal groups to improve their learning in class.
The behaviour and safety of pupils requires improvement
  • The youngest children are developing good social skills and attitudes. They get on well together
    and respond positively to adults. Throughout the school, pupils have positive attitudes to
    learning. They concentrate on their work, persevere and complete tasks, but admit work is
    sometimes too easy and they lose interest in it. They do not readily work independently, or take
    initiative to find things out for themselves, because they are not sufficiently encouraged to do
  • Pupils mostly behave well in lessons and in the playground. They and their parents feel
    behaviour is well managed, although pupils say lessons can sometimes be disrupted by poor
    behaviour and that irritates them. They feel safe in school, and the school ensures they know
    how to keep themselves safe in and out of school. Parents appreciate this.
  • Pupils know what bullying is, and explain why it is wrong, saying, for example, that persistent
    name-calling, or recurring physical violence, makes others sad. They know what to do and who
    to turn to should they experience or know of any bullying. They trust the teachers to deal
    quickly with any poor behaviour that arises. Pupils show care and consideration for others and
    work together well in lessons.
  • The school council, supported by class councils, gives pupils a voice in the running of the school,
    which they appreciate. Pupils raise funds for various charities and learn the importance of
    contributing to the school and wider community. Extra-curricular clubs and activities are very
    popular, and several have waiting lists because numbers are limited depending on the activity.
The leadership and management requires improvement
  • The senior leaders’ expectations are too low and their strategies do not make enough impact on
    pupils’ achievement. The headteacher explained that the school had adjusted assessment data in
    some year groups to try to give a more accurate picture of the proportion of pupils showing the
    expected two levels of progress between Year 2 and Year 6. The information, however, shows
    that year on year progress is very variable, and the school does not have a clear enough picture
    of what constitutes good progress over time.
  • The school’s analysis of pupils’ work shows that teachers’ assessments are not always accurate.
    Moderation meetings, where teachers share and level work together, are beginning to tackle this
    issue. Staffing has been increased in Year 3 as well as in Year 6 this year, in response to the dip
    in attainment in Year 2 in 2012. The school agrees that the teaching of letters and sounds is not
    skilful enough.
  • The assistant headteachers check and comment on teachers’ planning after teaching has taken
    place and teachers have evaluated it themselves. They are therefore unable to guide teachers
    on whether learning is at the right levels for different ability groups before teaching takes place.
    The school leaders do not hold individual teachers to account thoroughly enough for the
    progress that pupils make in different year groups. Pupils, and especially the more-able, miss out
    because of this.
  • The local authority’s support for the school has been very general and light touch. This is
    because the school sought support elsewhere.
  • The school development plan sets out an agenda for improvement that is heading in the right
    direction. However, the school rates its own performance too highly because senior leaders and
    members of the governing body do not have a good understanding of how to identify and
    correct weaknesses. Although staff training is linked to development planning and teacher’s
    individual targets, senior leaders do not systematically follow up whether the training has been
  • Despite the weaknesses identified in this report, the actions of leaders and governors have had a
    positive effect. Additional government funding that was spent to support pupils in Year 6 last
    school year successfully boosted achievement. Attendance has also improved. These show that
    the school does have the capacity to improve.
  • Assemblies and work in different subjects encourage pupils to reflect, consider others and
    develop spiritually. Pupils have a good understanding of right and wrong and why it is important
    to get along with everyone. Pupils are made aware of different faiths and cultures through their
    work in different subjects. All of this contributes to their spiritual, moral, social and cultural
  • The school ensures all pupils are fully included in everything it offers. However, learning is not
    always at the right level to ensure all groups of pupils make equally good progress.
    The governance of the school

Members of the governing body do not ask searching enough questions of the headteacher,

for example, about pupils’ progress and how it might be speeded up. They wisely approved
the use of pupil premium funding to buy in extra staffing so that pupils can be taught in
smaller groups. They know that attainment rose in 2012, and are rightly concerned about
whether the improvement can be sustained. However, they have not checked to see whether
progress is speeding up in the rest of the school to ensure continued improvement. Governors

do not have a good grasp of how to use data to check on the school’s performance. The

governing body keeps a weather-eye on the targets set for teachers and on teachers’ salary
movement. They ensure the school fulfils its statutory responsibilities and, where relevant,
attend training to keep up-to-date. All staff are vetted and appropriately trained to keep pupils

safe and free from harm.

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 103194
Local authority Birmingham
Inspection number 404858

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 242
Appropriate authority The governing body
Chair Penny Wagg
Headteacher Adrian Davies
Date of previous school inspection 12 October 2010
Telephone number 0121 7062168
Fax number 0121 7062168
Email address reveal email: enqu…


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