Oakhurst Community First School

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About Oakhurst Community First School

Name Oakhurst Community First School
Website http://www.oakhurstfirst.com/
Ofsted Inspections
Headteacher Mrs Ann Clark
Address Shaftesbury Road, West Moors, Ferndown, BH22 0DY
Phone Number 01202871577
Phase Academy
Type Academy converter
Age Range 5-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 179
Local Authority Dorset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are respectful and courteous to adults and their peers.

One pupil, whose opinion reflects the views of many, said, 'School is a family, and we are all united.' Pupils say they feel safe and valued by adults. They are proud to attend Oakhurst Community First School.

Leaders and teachers have high expectations for pupils in the school, including pupils with special educational needs and/or disabilities (SEND). Children in the early years get off to a strong start.

Pupils are calm and attentive in most lessons.

They are keen to learn. Pupils say that bullying is rare. They are confident that if it did happen, leaders would deal with it.

...Pupils know that respect and kindness are important. They have a good understanding of the school values.

Pupils value the wider opportunities the school offers, especially the forest school.

They talk enthusiastically about how they explore the environment.

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

Leaders have ensured that there is an effective curriculum in place for most subjects, which starts in the early years. The curriculum is clearly sequenced and identifies key knowledge that pupils need to know.

The curriculum plans are ambitious for all pupils, including those pupils with SEND. Teaching builds effectively on what pupils already know. For example, in geography, pupils use their knowledge of continents when locating mountain ranges around the world.

However, leaders recognise that the teaching of the school curriculum in some subjects needs to be further refined.

Teachers use assessment effectively in order to check that pupils remember knowledge in the longer term. Pupils use 'learning slips' well to help them learn key subject vocabulary.

Reading is the 'highest' priority in the school. Teachers and pupils love to read. Teachers read to pupils routinely.

Staff in the early years ensure that books are a key part of the curriculum. Pupils learn to read as soon as they start school. Well-trained staff help pupils to grasp the knowledge needed quickly.

They provide effective support for pupils who need to catch up. The books pupils read are matched well to the phonics sounds they know. Teachers use class and library books to develop pupils' vocabulary.

As a result, pupils show confidence when reading.

Leaders ensure that there are high expectations for behaviour. Most pupils behave well.

Pupils play and talk well with each other at breaktimes and lunchtimes, including children in the early years. They cooperate and enjoy spending time with their friends. When behaviour falls below what leaders expect, staff respond to this quickly.

Leaders use support from external agencies effectively for pupils with specific needs. Leaders and teachers also work successfully to ensure that pupils attend school regularly.

Pupils talk about how personal social and health education has helped them to understand differences in people.

Pupils know about different religions, but their knowledge of different cultures is not as strong as it could be. Staff provide a wide range of opportunities to pupils. They have the chance to be school councillors or e-safety champions and feel their voices are heard.

Pupils participate in a range of experiences, such as sports, music and residential visits. Pupils understand healthy lifestyles. They learn about keeping safe, including when online.

Trust and school leaders know the school well. They have an accurate knowledge of where the school needs to improve further. Governors visit the school regularly but do not know enough about the school's curriculum beyond English and mathematics.

This means that they are not able to challenge leaders with rigour.

Leaders provide relevant staff training. As a result, staff feel well led and supported.

Staff say that leaders consider their workload and well-being. Most parents are positive about the school and leaders take opportunities to consult with them.


The arrangements for safeguarding are effective.

Leaders and staff know safeguarding is a high priority. They report concerns using the school's system. They have developed a culture where 'it could happen here'.

Therefore, staff are vigilant, and pupils feel safe. All staff receive appropriate training, including in regular staff meetings.

Leaders, including governors, fulfil their statutory responsibilities well.

Leaders ensure that new staff appointments have the required checks before starting the school.

Pupils visit places within the local community to learn about basic safety skills, for example road safety. They also learn about how to stay safe as part of the school curriculum.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the curriculum for some subjects is not as consistent as it could be. Therefore, the curriculum is not always having the intended impact. Leaders need to put in place appropriate checks to ensure that the curriculum supports pupils to know more and remember more in all subjects.

Governors do not have sufficient understanding of the wider curriculum. As a result, governors are not fully aware of the effectiveness of the curriculum. Leaders need to ensure that governors have suitable information so that they can offer appropriate challenge to the school.

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