|Name||Alexandra Park Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||15 November 2017|
|Address||Brook Lane, Oldham, Greater Manchester, OL8 2BE|
|Religious Character||Does not apply|
|Number of Pupils||350 (50% boys 50% girls)|
|Number of Pupils per Teacher||23.3|
|Percentage Free School Meals||16.6%|
|Percentage English is Not First Language||96.6%|
|Pupils with SEN Support||17.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school does not meet requirements on the publication of specified information on its website. Owing to technical problems, it currently does not have a website. All statutory information is available on request from the school. The school is larger than the average-sized junior school. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils from minority ethnic groups is well above the national average. The proportion of pupils who have SEN and/or disabilities is above average.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors have not sustained the good quality of education seen in the previous inspection. Pupils do not make consistently good progress in school and standards have dropped, so that in 2017, national test results showed that progress was in the bottom 20% of schools nationally. Assessment strategies are not yet effective in identifying the gaps in pupils’ learning. Not all teachers check that tasks are challenging enough and matched to pupils’ ability. Leaders have not ensured that the quality of teaching across the school has been consistently good enough to enable pupils to make the progress of which they are capable. As a result, pupils have gaps in their skills in reading, writing and mathematics. Teachers’ expectations are not high enough across the school. As a result, pupils are not challenged to always aim to produce their best work and neatest presentation. Teachers do not provide pupils with enough opportunities to practise and develop their skills in English and mathematics in other areas of the curriculum. Too many pupils take extended time away from school. This fragments their education and makes it very hard for them to keep up with their reading, writing and mathematics. The quality of governance over time has been inconsistent. Governors have not ensured that they publish the statutorily required information on the school website. The school has the following strengths Leaders and governors now have a clear focus on what needs attention to improve the school. The new leadership team is beginning to secure improvements in the quality of teaching across the school. Recent improvements, particularly in the teaching of mathematics, have accelerated the rates of progress of most pupils currently in the school. Pupils take on responsibilities in a range of roles, representing their classmates and helping other people. This prepares them well to take a full role as future citizens. Behaviour is good at the school. Pupils are confident and self-assured. They say that they feel safe in school and know that staff will always help them if they have a problem. The pastoral team works effectively to create a secure and welcoming learning environment.