|Name||Oakington CofE VA Primary School|
|Ofsted Inspection Rating||Inadequate|
|Address||Water Lane, Oakington, Cambridge, CB24 3AL|
|Religious Character||Church of England|
|Number of Pupils||136 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.3|
|Percentage Free School Meals||7.2%|
|Percentage English is Not First Language||6.5%|
|Pupils with SEN Support||21%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
The school is smaller than the average-sized primary school. The school entered into a federation with Dry Drayton Primary School in January 2018. The headteacher is executive headteacher of both schools. Most students are from White British backgrounds. The proportion of disadvantaged students is below average. The proportion of students who have SEN and/or disabilities is below average. The proportion of students with an education, health and care plan is below average. The school offers a breakfast and after-school club.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and governors have failed to establish effective systems for ensuring pupils’ safety and welfare. Arrangements for accurately recording concerns about pupils’ welfare and actions taken to address them are ineffective. Concerns about pupils’ welfare are not always reported to the appropriate designated safeguarding staff member or are not reported in a timely manner. Some concerns about pupils are not passed on to appropriate agencies. Arrangements for recording, and managing pupils’ behaviour, including instances of bullying, are not good enough. Pupils’ behaviour is not good enough. Many parents and several staff do not consider that the school is well led. Numerous parents have lost confidence in the way that leaders respond to their concerns and communicate with them. Some subject leaders do not make effective use of pupil assessment information to improve the quality of teaching. While the quality of teaching overall is good, teachers do not provide sufficient opportunities for pupils to practise and develop their literacy skills in subjects other than English. The school has the following strengths Following a period of decline in pupils’ progress in key stage 2, leaders and governors have brought about improvements in the quality of teaching, learning and assessment. This is particularly the case in reading and writing. Leaders’ and governors’ views about most areas of school performance are accurate. The focus on improving provision is strong and pupils are making good progress. Early years provision is good. Effective leadership and teaching help children to make good progress from their starting points. Pupils’ spiritual, moral, social and cultural development is promoted well. Pupils develop an appropriate understanding of British values. Disadvantaged pupils are provided for well and make good progress. Pupils make good progress in mathematics. Nonetheless, they are not guided sufficiently well to try the most demanding work. Pupils’ reading skills are good. However, when reading aloud, some pupils do not read with sufficient expression.