Oakfield Church of England Aided Primary School in Ryde, Isle of Wight, was inspected on October 10 and 11, 2023. The overall effectiveness of the school is rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrates good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in June 2021 also rated the school as requiring improvement.
The school is characterized as a happy and supportive environment where pupils understand and embody the values of love, trust, honesty, and hope. Relationships between adults and children, particularly in the early years, are warm and caring. Parents appreciate the school’s positive ethos and strong pastoral support, and pupils feel safe and supported in addressing their concerns.
While the school aspires to provide a high-quality education for all pupils, it has not yet fully realized this ambition. Many pupils are not achieving to their potential, indicating that further work is needed to ensure all students are adequately prepared for the next stage of their education. The school emphasizes developing pupils' appreciation of the world, encouraging them to see themselves as global citizens through various community and charity initiatives.
The curriculum offered is broad and ambitious, aiming to equip all pupils, including those with special educational needs and disabilities, with the necessary knowledge and skills for success. In subjects like science and phonics, the curriculum is sequenced effectively, leading to good pupil achievement. However, in other subjects, such as music and geography, the sequencing of learning is less coherent, which can hinder pupils' understanding and retention of knowledge.
Teachers' subject knowledge varies, and while some provide engaging and effective learning experiences, others do not consistently design activities that facilitate effective learning. There is a lack of routine checks for gaps in pupils' understanding, leading to repeated errors, particularly in English, where older pupils struggle with basic punctuation and spelling.
The school prioritizes reading, employing a well-structured phonics program that helps pupils in the early years develop essential reading skills. Most pupils behave well in lessons, and the school environment is calm and orderly. Efforts to improve attendance, particularly among disadvantaged pupils, have shown positive results.
The school is committed to supporting pupils' personal development, teaching them conflict resolution and problem-solving skills. Pupils understand the importance of tolerance and inclusion and gain confidence through public performances and educational trips.
Despite recent improvements, the school recognizes the need for higher expectations regarding pupil achievement. The curriculum must be consistently taught to ensure all pupils learn age-appropriate knowledge, particularly in preparation for national tests. The sequencing of the curriculum in foundation subjects requires further development to prevent gaps in understanding.
Subject leadership is still developing, and leaders must provide adequate support and training to ensure effective curriculum implementation. Overall, while the school has strengths in its supportive environment and commitment to personal development, significant work is needed to enhance the quality of education and leadership to ensure all pupils achieve their potential.
