The Oaks Community Primary School in Ellesmere Port, Cheshire, was inspected on 9 and 10 July 2024, and the overall effectiveness was rated as requiring improvement. The quality of education was also assessed as requiring improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were found to require improvement. The school had previously received a good rating in its last inspection in February 2019.
The school fosters a strong sense of community, with staff providing a warm welcome to pupils each morning. Pupils are supportive of one another and feel well cared for by the staff. They demonstrate politeness and appreciation for the recognition of their achievements. Pupils engage actively in lessons, enjoying collaborative problem-solving. During break times, they are well supervised and have ample activities to participate in. Although some pupils reported occasional bullying, they expressed trust in the staff to address such issues effectively.
Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities. The curriculum is designed to elevate pupils' aspirations; however, many pupils exhibit significant gaps in their knowledge across various subjects, leaving them unprepared for the next stages of their education. The school offers a diverse range of activities that enhance the educational experience, including sporting events and educational visits to places like London and theatres.
Despite the ambitious curriculum, the implementation in some subjects lacks clarity regarding the most critical knowledge that pupils should acquire. This has made it challenging for teachers to create effective learning experiences that build on prior knowledge. Consequently, some pupils struggle with gaps in their understanding and skills. In response to low performance in mathematics and reading, the school has prioritized improving curriculum delivery, collaborating with specialists to enhance teachers' understanding of effective instruction in these areas. While there have been improvements in pupils' knowledge and skills, particularly for those with special educational needs, some pupils still achieve below expected standards.
The school has recently intensified its focus on reading, introducing additional phonics sessions to help pupils, especially those who struggle, to improve their reading fluency and confidence. Pupils express enthusiasm for reading and enjoy sharing book recommendations. However, in certain subjects, the implementation of the curriculum is still developing, and assessment practices do not adequately support teachers in identifying gaps in pupils' knowledge.
Weaknesses in spelling, handwriting, and grammatical understanding hinder the quality of written work for some pupils, affecting their overall progress through the curriculum. The school has made efforts to identify the additional needs of pupils with special educational needs promptly and collaborates with external agencies to provide necessary support. However, weaknesses in curriculum delivery still impact the learning of these pupils.
Pupils generally exhibit positive behaviour, contributing to a calm atmosphere conducive to learning. Most pupils attend regularly, and the school has implemented effective strategies to improve attendance. The school emphasizes the importance of pupils' wider development, offering a variety of clubs and activities that promote physical activity and cultural awareness. Governors are knowledgeable about the school and provide appropriate support and challenge. Staff express pride in their work and appreciate the support from leaders in managing their workload and well-being. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school is currently addressing areas for improvement to enhance the educational experience for all its pupils.
