Oak Hill Church of England Primary School

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About Oak Hill Church of England Primary School

Name Oak Hill Church of England Primary School
Website http://www.oakhill.gloucs.sch.uk/
Ofsted Inspections
Headteacher Miss Jade Attwood - Acting Head Teacher
Address School Road, Alderton, Tewkesbury, GL20 8NP
Phone Number 01242620448
Phase Primary
Type Voluntary controlled school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 44
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Expectations of what pupils can learn are too low.

The quality of education pupils receive is inconsistent. Therefore, pupils do not develop knowledge and understanding well enough over time. Leaders have made some recent improvements.

Pupils are excited by the new curriculum that has been introduced.

Pupils are happy at Oak Hill. They say it is like a big family where everyone looks after each other.

Pupils feel safe and bullying is rare. Staff sort out any concerns that pupils have. Parents recognise the recent improvements.

They appreciate the support of school staff during the COVID-19 pandemic.

Around the school, the atmosphere... is calm. At breaktime and lunchtimes, pupils play well together.

However, some younger pupils do not concentrate well in lessons. They do not learn to behave sensibly. These pupils do not yet participate well or show enough interest in their work.

What does the school do well and what does it need to do better?

In early reading and mathematics, the curriculum is appropriate. From the start of Reception Year, teachers introduce new sounds for pupils to learn. They make sure that pupils read suitable books regularly.

Leaders know what they want pupils to learn in mathematics each year. Teachers check periodically whether pupils are learning the curriculum. However, they do not notice how well pupils are responding to the curriculum content as they go.

Consequently, work is not well matched to pupils' capabilities.

In several other subjects, leaders have introduced a new curriculum. Pupils have begun to learn new topics.

The curriculum builds on what pupils learn in the early years foundation stage. Pupils are keen to talk about their learning, for example, in history, where they have learned about ancient civilisations. Increasingly, they are thinking about complex issues, such as the changing role of women in warfare.

Despite these promising signs, the implementation of the curriculum is at an early stage. Teachers do not yet know the curriculum well enough to tailor it to pupils' needs.

Teachers do not have consistently high expectations of the work that pupils produce.

As a result, some pupils do not produce their best work. However, pupils with special educational needs and/or disabilities are well supported with their learning. They make clear improvements.

Strong relationships between staff and pupils mean that pupils are well looked after. Pupils generally conduct themselves well. In early years, children play well together.

There are times when pupils lose interest in lessons. They do not give their full attention or challenge themselves enough.

Pupils experience a range of activities designed to promote their personal development.

These include residential trips and educational outings. A high priority is given to Christian worship. For example, leaders make links between pupils' participation in sport and Christian values.

Pupils follow a curriculum for personal, social and health education. Leaders are introducing a new programme to support pupils' emotional well-being. All these activities, however, do not come together coherently so that pupils are clear about the vision and values of the school and live by them.

The school's provision for personal development does not identify the needs of Oak Hill's pupils well enough. It does not address these needs systematically so that pupils are well prepared for secondary school and life in modern Britain.

The new headteacher and the chair of the governing body are ambitious.

They have brought about some of the necessary improvements quickly. They have the trust and confidence of the staff. Staff feel supported and listened to.

Nevertheless, many of the improvements have yet to be embedded. Governors have taken important steps to improve their own knowledge. They challenge the school effectively.

Leaders and teachers make good use of links with other schools and the local authority for support and training.


The arrangements for safeguarding are effective.

Caring and attentive staff keep pupils safe.

Recent improvements mean practices and procedures have been strengthened. Staff are knowledgeable and confident to report their concerns and know they will be followed up. Leaders are diligent and reflective.

Pupils know how to keep themselves safe online. Leaders provide regular updates to parents to support them with online safety at home.

Leaders ensure that recruitment and record-keeping procedures are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum, including for personal development, is not coherent. It is not clear how the curriculum supports leaders' aspirations for pupils. Recent improvements to the curriculum are not yet embedded.

Pupils do not gain the knowledge and cultural capital over time that they need to succeed. Leaders must ensure that the curriculum supports pupils to become knowledgeable and successful citizens of modern Britain. ? The curriculum is not well taught.

Some pupils are unable to learn effectively because of their experience in lessons. Leaders should ensure that staff have the pedagogical and subject knowledge to consistently present subject matter clearly and adapt their teaching as necessary. Assessment is not used to guide future learning effectively.

This means that work given to pupils is too easy or too hard. Leaders must ensure that teachers use formative and summative assessment effectively to check understanding and inform future teaching. ? At times, expectations are too low.

Pupils switch off in lessons and do not challenge themselves enough. This results in lost learning time and poor-quality work. Leaders must raise expectations of what pupils can learn and do.

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