Ofsted conducted a short inspection of The Oaks Primary School on 11 December 2018, following its previous judgment of good in October 2014. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under Mr. James Hill, has successfully fostered a vibrant and purposeful learning environment. Since the last inspection, there have been notable improvements in leadership and management, with a strong senior leadership team committed to ensuring every pupil achieves well.
The school leadership regularly reflects on its strengths and identifies areas for improvement. For instance, an analysis of pupils' writing results in 2017 revealed weaknesses in spelling, prompting a review of teaching methods. This led to improved spelling outcomes, as evidenced by assessment data and pupils' written work. The governors play a crucial role in supporting the school, demonstrating a clear understanding of its strengths and challenges while providing appropriate support and challenge.
The school has addressed previous areas for improvement, enhancing the overall quality of teaching and learning. However, there remains a need for consistency across all year groups, particularly in mathematics, where some pupils struggle with foundational knowledge. Improvements in the Early Years and Year 1 have resulted in better progress for pupils in these stages.
The curriculum is broad and engaging, tailored to meet the needs of learners. Many pupils enter the school below age-related expectations, but effective teaching helps them develop essential skills and knowledge. By the end of Year 6, most pupils make strong progress in reading, writing, and mathematics, although there is still work to be done to increase the number of pupils achieving higher standards.
Safeguarding practices at the school are robust, with a strong culture of safety prioritized by the leadership. All statutory requirements are met, and staff are well-trained in safeguarding procedures. Pupils feel safe, and parents share this sentiment. The designated safeguarding lead and team work effectively to support vulnerable pupils and their families, ensuring timely referrals to external agencies when necessary.
Despite the positive aspects, attendance remains a concern, with rates above the national average for the past four years. The leadership has implemented strategies to improve attendance, including identifying families needing support and employing a family support worker. These efforts have shown some success, with a reduction in the number of pupils with attendance below 90 percent.
The school has made progress in early years development, although the percentage of children achieving a good level of development remains below the national average. The leadership team has taken steps to address this, ensuring that children receive quality teaching that supports their development.
In key stage 1, the school closely monitors pupil progress and has made improvements based on assessment data. Training for staff and curriculum revisions have enhanced reading skills, leading to better outcomes. However, progress in mathematics still requires attention, particularly in ensuring pupils have the necessary knowledge to complete tasks successfully.
Overall, while the school has made significant strides in various areas, continued focus on improving teaching quality and ensuring all pupils have the skills needed to succeed is essential. The leadership team is committed to ongoing improvement, aiming to enhance outcomes for all pupils as they progress through the school.
