Oakwood Primary Academy

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About Oakwood Primary Academy

Name Oakwood Primary Academy
Website http://www.oakwoodprimaryacademy.org
Ofsted Inspections
Headteacher Mr David Sharp
Address Magnolia Drive, Eastbourne, BN22 0SS
Phone Number 01323501251
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 322
Local Authority East Sussex
Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have high expectations. Pupils are kind, compassionate and considerate towards everyone.

They are eager to play a part in making their friendly school a welcoming place. Pupils plant sunflowers in the playground and grow vegetables which they cook into tasty meals. One parent rightly described Oakwood Primary Academy as an 'amazing place where our children thrive and are extremely happy'.

Pupils learn to look after their health and well-being. They relish working with Kiara, the therapy dog, and visiting 'the hive' where they practise mindfulness and yoga. When needed, pupils use their 'time out pass' to have a moment of quiet reflection.

Pl...aytimes are cheerful and sociable occasions. Pupils enjoy catching up with their friends in 'the den', 'the trim trail' and 'the quiet area'. Some pupils set up games and challenges for others to enjoy.

Pupils feel safe and are safe. They trust staff will help them deal with any friendship problems quickly. Bullying is not tolerated at this school.

Pupils are proud of their roles as school ambassadors, monitors and members of the popular school council. They organise events and concerts to showcase their talents, including singing and playing a range of musical instruments.

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

Leaders' vision, 'aiming high with confidence, courage and perseverance', lies at the very heart of their aspiration for all staff and pupils.

Together with their much-respected headteacher, the trust and members of the interim executive board have worked tirelessly to ensure that all pupils, including those with special educational needs and/or disabilities (SEND), receive a good quality of education. Trustees and board members maintain rigorous oversight of leaders' actions. The school is now moving from strength to strength.

Leaders are mindful of staff's well-being and work–life balance. All staff contribute positively to building an upbeat, proactive and cohesive team spirit.

Leaders have designed an innovative and well-structured curriculum.

Within each subject, leaders have carefully organised the essential knowledge pupils, including those with SEND, need to learn and remember well. Leaders and staff are clear about what pupils must master step by step by the time they leave Year 6. Leaders have identified that in a very small number of subjects, pupils do not learn as well as they could.

They have introduced revised curriculums in these subjects.

Staff training is effective. Leaders make sure that staff routinely identify pupils with SEND, and provide the resources and support they need.

Teachers skilfully help pupils deepen their understanding of the concepts taught. They make sure that pupils make links to what they have learned previously. However, in early years, some staff do not check and help children develop their ideas and vocabulary.

As a result, children do not achieve as well as they could in all seven areas of learning. Leaders are addressing this.

Reading is a priority.

Well-trained staff identify those pupils who need extra practice. Adults focus on reinforcing knowledge of sounds and reading fluency to help these pupils to catch up quickly. Pupils enjoy taking home their reading books, which have been precisely matched to the sounds that they know.

Pupils talk excitedly about the books staff read and share with them. They read a diverse range of books and look forward to visiting the well-stocked school library.

Pupils enjoy learning, and classrooms are abuzz with lively discussions.

In the early years, children settle into the provision quickly. They know the routines well and follow instructions with thought and care. Most pupils have high attendance.

Leaders have procedures in place to monitor and improve rates of absence. However, some pupils do not attend as regularly as they should.

Leaders nurture and promote pupils' wider personal development.

Pupils benefit from a wide range of well-considered opportunities available to them. They enjoy taking part in an interesting range of clubs, trips and visits. Pupils also work regularly with a range of professionals and experts to learn about the careers open to them.

Pupils value diversity and celebrate difference. As one Year 6 pupil said: 'We treat everyone as an equal. It does not matter to us what religion, sexuality, race, hair colour or type of glasses they wear'.

Pupils are well prepared for life in modern Britain.


The arrangements for safeguarding are effective.

Leaders have established a strong culture of vigilance.

Staff are well trained to spot the slightest signs that a pupil may be at risk of harm. They know what to do if they have any concerns about a pupil. Leaders work well with external agencies to make sure that these pupils and their families receive the support they need.

Leaders complete required checks on all staff they employ.

Pupils learn how to keep safe, including when online and in their local community. They know what makes a healthy relationship, as well as the importance of looking after their mental health.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the early years provision, some staff's subject knowledge is not strong enough. This means staff do not always make sure that children embed important ideas and vocabulary. Leaders need to make sure that staff in early years are well trained.

Leaders have identified that in a small number of foundation subjects, pupils do not learn as well as they could. Recently, they have introduced a revised curriculum for these subjects. Leaders need to ensure that the curriculum in all subjects is fully embedded and effective.

• Despite leaders' actions to improve attendance, a small number of pupils do not attend regularly. This means that some pupils miss out on their learning. Leaders need to continue to work to reduce persistent absenteeism.

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