Oakwood Avenue Community Primary School

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About Oakwood Avenue Community Primary School

Name Oakwood Avenue Community Primary School
Website http://www.oakwoodavenue.co.uk
Ofsted Inspections
Headteacher Mrs Joanne Reilly
Address Oakwood Avenue, Warrington, WA1 3SZ
Phone Number 01925635565
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 706
Local Authority Warrington
Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), at Oakwood Avenue Primary School thrive in all aspects of their development. The 'Oaky values' run like a golden thread through all parts of school life.

Pupils, and children in the early years, come into school with smiles on their faces, happy to see their friends and the staff.

Pupils typically behave well during lessons. Classrooms are calm and purposeful.

Pupils trust that staff will help them with any worries or concerns they may have. Most pupils strive to be the best that they can be. They are polite, respectful and well mannered.

Each specially resourced provi...sion for pupils with SEND (specially resourced provision) is an oasis of serenity.

The school has high expectations for pupils' academic achievement and for their wider development. Most pupils, including those with SEND, achieve well and enjoy their learning.

Each subject area includes pupil ambassadors, who work alongside staff to develop the curriculum and their own leadership skills.

Pupils relish the variety of opportunities that are on offer. Pupils talked highly of the trips and residential experiences in which they can take part.

Clubs on offer include curriculum groups where pupils can learn about the topics they love.

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

The school has carefully organised the curriculum by using the local area as the inspiration for its pupils. The curriculum is aspirational and ambitious.

It is well structured from the provision for the two-year-old children through to the end of key stage 2. In the main, the curriculum is well designed and enriches pupils' learning across subjects. Staff undertake regular training to develop their knowledge and skills of how to teach different subjects.

This means that staff are proficient in delivering the curriculum across a range of subjects. Staff in the early years and specially resourced provisions are equally skilled. Staff have secure subject knowledge to deliver the curriculum well.

This helps pupils to achieve well.

Teachers are adept at recognising and resolving pupils' misconceptions and misunderstandings through, for example, their questioning techniques. In many subjects, staff check that pupils have retained important knowledge over time.

However, in some subjects, the school is refining its assessment strategies. This means that staff do not gain the information they require about how well pupils have secured earlier learning before moving on to new concepts.

The school prioritises the teaching of early reading.

Children in the early years, including those in the provision for two-year-olds, enjoy a range of nursery rhymes and traditional tales. Older pupils read high-quality books. This helps them to broaden their vocabulary and develop a love of reading.

The school ensures that pupils access a broad range of books, including poetry and non-fiction. From the Reception Year, children benefit from a carefully constructed phonics programme, which is delivered by well-trained staff. Staff ably support children and pupils in key stage 1 who need extra help in learning phonics.

The school is a haven for all pupils. Everyone is included and welcomed. Staff identify pupils' additional needs well.

They make suitable adaptations to ensure that pupils with SEND, including those within the specially resourced provisions, access the same curriculum as their peers. Staff successfully work in partnership with outside agencies to make sure that pupils with SEND get the help that they need. Carefully considered support and resources ensure that these pupils have the best possible chance to succeed.

The care that pupils receive is a notable strength of the school's work. For many pupils, this school is a safe sanctuary. The school ensures that vulnerable families receive the care and help that they need.

The school café, which is open daily for parents and carers, provides a supportive community for those who attend.

Children in the early years settle into school quickly. They form secure relationships with adults and with their friends.

Pupils in key stages 1 and 2 build on this positive start. On the rare occasion that a pupil forgets to follow the school rules, staff quickly and sensitively remind them how to behave. Staff work through effective partnerships with families to make sure that pupils attend school regularly.

Pupils learn to become responsible young people. They value the many differences between themselves and others. There is a breadth of clubs on offer, such as science and chess clubs.

These are carefully tailored to meet pupils' needs.

Staff appreciate the efforts that the school takes to consider their workload and well-being. For example, when there are new changes, staff said that they are introduced slowly and over time.

Most staff are proud to work at the school and feel well supported by leaders.

The school, trustees and members of the local governing body perform their roles well. They are committed to the whole-school community and are ambitious for pupils.

There is a strong sense of purpose and passion to bring about the best possible outcomes for the pupils, parents and staff of the school. The school is generous in sharing its areas of expertise with other schools across the local authority.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school's work to establish effective assessment strategies is in the early stages of implementation. This means that, in some areas, checks on what pupils know are not as effective as they could be. The school should refine its assessment strategies to ensure that teachers gain the information they need to secure and build on pupils' learning.

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