Oyster Park Primary Academy, located in Castleford, West Yorkshire, underwent an inspection on 18 and 19 October 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of focus including the quality of education, leadership and management, and safeguarding. The headteacher, Jodie Chapman-Kemp, leads the school, which is part of the Northern Ambition Academies Trust. The trust is overseen by CEO Elizabeth Fairhurst and a board of trustees chaired by Robert Hall.
Pupils at Oyster Park Primary Academy feel safe and happy, and staff are dedicated to supporting their well-being. The school has high expectations for student learning across the curriculum; however, these expectations are not consistently met. Despite improvements made to the curriculum, there are instances where pupils do not receive adequate support to learn and retain essential knowledge, resulting in gaps in their learning. While behavior in lessons is generally good, pupils report occasional bullying, but they feel confident in reporting it to trusted adults.
The school offers various extracurricular activities, including trips and clubs, which enhance the learning experience. These activities are thoughtfully linked to the curriculum, making learning more memorable for students. The school has prioritized reading, providing pupils with books that match their reading abilities, which helps build confidence and fluency. However, the implementation of the reading program lacks consistency, affecting the overall impact of the training provided to staff.
The curriculum has been revised to outline what pupils should learn from early years to Year 6, but gaps from the previous curriculum remain unaddressed. This lack of continuity limits pupils' ability to build knowledge and skills over time. While assessment practices in core subjects are effective, the same cannot be said for the wider curriculum, where the school struggles to identify pupils' next steps in learning.
The early years provision is rated as good, with staff receiving regular training to enhance their teaching skills. Assessments are used effectively to determine children's learning needs, and activities are designed to support their development. Leadership roles are available for pupils, fostering a sense of citizenship and responsibility.
The school promotes fundamental British values, emphasizing equality, respect, and tolerance. Pupils understand the importance of these values and can articulate their significance. Attendance is monitored closely, and leaders work with families to stress the importance of regular school attendance.
While the governance of the school is active, there is a need for more detailed scrutiny and challenge to ensure that trustees and governors have a clear understanding of the school's improvement needs. Safeguarding arrangements are generally effective, but there are instances where documentation of actions taken to address low-level concerns is insufficient, which could undermine the safeguarding culture.
To improve, the school must ensure consistent teaching of early reading and address gaps in the wider curriculum to enhance pupils' knowledge and skills. Leaders need to document safeguarding actions more robustly to provide reassurance regarding pupil safety. Overall, while there are strengths in the school's provision, significant work is needed to address the areas identified for improvement to ensure that all pupils receive the quality of education they deserve.
