Oakwood Primary School, located in Cheltenham, Gloucestershire, underwent an inspection on April 30 and May 1, 2024. The overall effectiveness of the school was 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 demonstrated good performance in behavior and attitudes, personal development, and early years provision.
The executive headteacher and co-headteachers have set high expectations for all pupils, including those who are disadvantaged and those with special educational needs and disabilities. Despite these efforts, the school has struggled to ensure that pupils achieve well, with outcomes in 2023 significantly below national averages. New leadership has begun implementing changes aimed at improving educational quality, and early signs indicate a positive impact on pupils' learning experiences.
Positive relationships between staff and pupils are a hallmark of Oakwood Primary School, starting from the early years where children form strong attachments with their educators. The school promotes good behavior, and most pupils meet these expectations. Instances of bullying are addressed promptly, and pupils engage in leadership roles, such as participating in the school council and serving as anti-bullying ambassadors. The school offers a variety of extracurricular activities, including gymnastics, football, and chess, and supports pupils' mental health through workshops and well-being initiatives.
New leadership is committed to enhancing pupils' achievement and has made strides in improving well-being and pastoral support. However, the school acknowledges the need for further improvements in educational quality. The early years curriculum is well-structured, allowing children to progress from low starting points through engaging activities tailored to their needs.
Pupils benefit from a broad and balanced curriculum, although some subjects are more developed than others. For instance, the mathematics curriculum is clearly defined, enabling pupils to grasp essential concepts. However, in other subjects, the school has not sufficiently identified the specific knowledge that pupils need to acquire, hindering their ability to build on prior learning effectively.
Communication and language development are prioritized from the outset, with phonics instruction integrated into classroom activities. Most pupils have access to reading materials that align with their phonics knowledge, fostering confidence in their reading abilities. The school effectively supports many pupils with special educational needs, providing a dedicated hub for those with complex needs. While most pupils with SEND have their needs met, some still struggle to achieve academically.
Attendance rates are a concern, with persistent absence remaining high among certain groups, particularly disadvantaged pupils. The school has recently improved its attendance management systems, but further action is needed to address this issue urgently. Pupils receive education on healthy relationships and consent, and community links are strong within the personal, social, and health education curriculum.
Governors demonstrate a commitment to the school community and fulfill their statutory duties, including safeguarding. However, they have not consistently challenged the school regarding educational quality and attendance. Staff collaboration is strong, with a focus on well-being and workload management, leading to high levels of pride among staff in their work at the school. Most parents express satisfaction with the school's communication and support.
The safeguarding arrangements at Oakwood Primary School are effective, ensuring a safe environment for all pupils. The school recognizes the need to better identify and sequence the knowledge pupils must learn across all subjects and to take decisive action to reduce absence rates. Additionally, governors must enhance their understanding of educational quality to hold leaders accountable effectively.
