King’s Oak Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders and governors have brought about considerable improvement.

They have created a purposeful and caring learning community. Pupils enjoy learning and are taught well. Pupils make good progress and achieve well from below average starting points.

This includes disadvantaged pupils, those with special educational needs and/or disabilities (SEND), and those who speak English as an additional language. The quality of teaching and learning, including the teaching of phonics, is good. Teachers and teaching assistants work well together so that pupils make strong progress.

The curriculum has been carefully planned. It is suitably b...road and balanced and has a clear purpose and intent for learning. The curriculum is well adapted to meet the needs of pupils in the specialist resource provision (SRP); these pupils have a range of complex learning needs related to autism spectrum disorder.

Provision in the early years and for two-year-olds is strong. The outside areas are stimulating, and children engage happily and enthusiastically in learning and play. They make good progress.

Governance is strong. Governors monitor leaders' actions successfully and provide good challenge and support. Safeguarding is effective.

Pupils report that they are safe and happy at school. Bullying, pupils say, rarely happens and is tackled swiftly and effectively by staff if it does. Pupils' behaviour is good.

They respond quickly to adults and their positive attitudes to learning contribute to their good progress. Sometimes, in lessons, teachers do not extend the learning of pupils who are capable of making stronger progress. Although there is a strong drive to improve pupils' reasoning skills in mathematics, it is not yet having maximum impact on pupils' progress.

Pupils do not have sufficient opportunities to practise their reading comprehension and writing skills across the curriculum. Although middle leadership is improving, it is not yet consistently effective in contributing to whole school improvement.

Information about this school

The school is larger than most primary schools nationally.

The proportion of disadvantaged pupils supported by the pupil premium is higher than the national average. The proportion of pupils with SEND is well above the national average. The school has SRP for up to 27 pupils who have autism spectrum disorder, from Reception to Year 6.

Often, these pupils are integrated into classes. Over half of the pupils come from a wide range of minority ethnic backgrounds. The proportion of pupils who speak English as an additional language is higher than that found nationally.

The school has pre-school provision for 28 children aged two years. The number of pupils who join and leave the school at other than the usual times is much higher than the national average. Many children join the Reception classes with no pre-school experience.

The previous headteacher left after two terms in April 2018. In May 2018, the former deputy headteacher of the school was appointed as the acting headteacher. Governors are in the process of advertising for a substantive headteacher position.

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