|Name||Oakham CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 September 2017|
|Address||Burley Road, Oakham, Rutland, LE15 6GY|
|Religious Character||Church of England|
|Number of Pupils||284 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.1|
|Percentage Free School Meals||11.6%|
|Percentage English is Not First Language||5.3%|
|Pupils with SEN Support||16.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. This is an average-sized primary school. The proportion of disadvantaged pupils is lower than the national average. Most pupils attending the school come from the immediate area. The proportion of pupils from minority ethnic backgrounds is well below the national average. The proportion of disabled pupils and those who have special education needs is below average. However, the proportion of pupils with a statement or an education, health and care plan is well above the national average. The school has two specialist provisions on site, one for pupils on the autistic spectrum and the other for those with moderate learning difficulties, with places for 10 pupils. In 2016, the school met the current government floor standards, which set the minimum requirements for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The passionate, informed and determined leadership of the headteacher successfully unites the whole school team. There is a concerted focus on progress. This has secured significant improvements in the past two years. The headteacher has skilfully spotted and developed staff talents and skills, to form an effective leadership team. These leaders have been instrumental in securing improvements across the school. Governors have effective skills and a clear understanding of the school. They make a strong contribution to the clear vision and rigour that is driving the school forward. Leaders provide rigorous guidance and effective staff training. This has made sure that teaching across the school is now good. There is particularly strong practice in upper key stage 2 and the early years. Pupils now make good progress from their starting points, with some accelerated progress in writing and mathematics. Disadvantaged pupils and those who have special educational needs and/or disabilities make the same good progress as others. Pupils are keen to learn because the school’s curriculum interests them and helps them to know when they are successful and how to improve. Pupils are proud of their school and behave well. Pupils say that they feel safe and are well cared for. Parents also have a high level of confidence in the school’s work. Teachers are not all equally as skilled at making adaptations within lessons to keep learning moving forward for all pupils. Teachers are not all using assessment accurately to plan lessons that systematically build on progress for all pupils. Leaders’ decisions on the curriculum and how it is taught are not securing as much progress in other subjects as they are in English and mathematics. The culture of a relentless determination to excel is shared, understood and promoted by all leaders in the school and across the school community. Governors are highly skilled and have a clear and incisive knowledge of the school. Consequently, they contribute effectively to the collective drive for excellence. The academy trust is highly effective in providing tailored support, particularly in terms of recruitment and training.