Oatlands School

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About Oatlands School

Name Oatlands School
Website http://www.oatlands.surrey.sch.uk/
Ofsted Inspections
Headteacher Mrs Tanya Mooney
Address St Marys Road, Weybridge, KT13 9PZ
Phone Number 01932843990
Phase Primary
Type Community school
Age Range 5-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 266
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school?

There is a wonderful atmosphere at Oatlands where happy pupils enjoy school and their learning. The school's values are intrinsic to everyday life.

Each month, pupils consider a different value to live out and celebrate. Leaders are passionate about nurturing pupils to be kind to each other and help those in need. The family ethos ensures that pupils feel that they belong and are safe.

Friendship is important to pupils. They are taught to be role models and act responsibly. Bullying is not a worry and pupils know that adults are always on hand to help.

At mealtimes, Year 2 'lunch leaders' eagerly teach younger children table manners and social skills.
.../>Academically, many pupils thrive and exceed national curriculum expectations in reading and mathematics. Leaders are establishing higher behaviour standards for everyone through consistent routines and systems.

Pupils know they must work hard and try their best.

Leaders actively promote ways for pupils to develop widely and live healthy lifestyles. Highlights include fitness sessions where pupils energetically drum to music, alongside yoga classes.

Pupils are fortunate to have excellent curriculum facilities and spacious outdoor grounds. They love going on trips which open their eyes to modern Britain.

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

Leaders and governors are ambitious and set a clear vision for the school.

They know what they need to prioritise to build upon the existing strengths. Staff work well together to strive towards achieving the planned end goals. The school includes everyone and does its best to support all pupils and families.

The curriculum clearly defines what pupils should learn and when. This begins with outlining the key knowledge and vocabulary in the areas of learning for early years. This is ensuring that children are taught important content and concepts so that they are ready for the national curriculum in Year 1.

The early years environment is impressive in helping children to learn and flourish. Staff use the outdoor space skilfully to enhance children's physical development and different types of play.

Reading is rightly prioritised.

Leaders know how important it is that pupils learn to read through a rigorous phonics programme. Wisely, leaders have invested much time to develop staff's confidence and expertise. Now, there is greater consistency in the teaching of early reading.

Staff are adept in helping children in Reception Year to recall sounds and read words accurately. Assessment is a strength because teachers quickly pick up which pupils need further practice. Leaders have ensured that the school's timetable enables additional time to teach pupils to read.

They have made effective use of catch-up funding to achieve this. Leaders know that they need to target disadvantaged pupils who are not attaining well enough in reading and writing compared with the high attainment of their peers.

Subject leaders are well trained to support teachers to deliver what is planned.

Curriculum implementation is where leaders are focusing their attention. Teachers show good subject knowledge in explaining new material and in revisiting previous learning. They do this in a way that supports pupils to learn in manageable steps.

Before choosing activities, leaders have trained teachers to start with thinking about the knowledge first. Positively, the work that pupils do is starting to give them more knowledge practice. But this still needs strengthening, for example, in the teaching of early writing.

Pupils with special educational needs and/or disabilities (SEND) are well catered for in accessing their education. Strong transition work with pre-school settings means that leaders can put in early support promptly. Staff are ambitious for all pupils in learning the curriculum and they are developing strategies to help some pupils with SEND learn content more securely.

Behaviour is good across the school and leaders have established consistent routines that pupils follow through the day. In lessons, most pupils know to sit quietly and listen to the teacher. However, the disruption caused by the COVID-19 pandemic has meant that some pupils have struggled with meeting the behaviour expectations.

Staff are continuing to support pupils to learn and practise the routines expected, and these are leading to further improvements in behaviour.

Pupils relish the responsibilities that leaders provide to develop character. They take their roles seriously.

Pupils know to welcome and respect everyone. A broad range of clubs enthuse pupils' interests, such as Spanish and cheerleading.

Governors are experts in what they do.

As a team, they possess a knowledgeable skillset in fulfilling their duties. Governors equally support and challenge leaders to make this school even better. They ask the right questions to identify what actions will have the most impact.


The arrangements for safeguarding are effective.

There is a strong safeguarding culture where pupils are kept safe. Training is thorough and ongoing so that staff know what to do.

If an adult spots a concern, they flag this immediately to leaders. Any information shared is recorded clearly. Leaders ensure there is a chronological timeline of events that they can track.

Where serious concerns may arise, leaders promptly contact the local authority's children's services.

Families are well looked after and supported by the school's pastoral team. This support has recently included guidance for parents about managing how young children access digital devices, including the length of screen time.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the work set for pupils does not successfully enable them to practise the intended component knowledge. This has led to some pupils not securely learning the curriculum and being academically ready for key stage 2. Leaders need to continue with developing staff's expertise in curriculum implementation.

• Leaders recognise that there remain some occasional inconsistencies in the setting of high behaviour expectations for all pupils. This has led to the behaviour of some pupils having a negative impact upon learning. Leaders need to ensure that staff fully implement the school's behaviour systems and application of routines, so all pupils can learn and achieve their very best.

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