Oxford Gardens Primary School


Name Oxford Gardens Primary School
Website http://www.oxfordgardens.rbkc.sch.uk
Ofsted Inspection Rating Good
Address Oxford Gardens, London, W10 6NF
Phone Number 02089691997
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 332 (52.7% boys 47.3% girls)
Number of Pupils per Teacher 18.1
Local Authority Kensington and Chelsea
Percentage Free School Meals 49.5%
Percentage English is Not First Language 42.5%
Pupils with SEN Support 18.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (16 December 2014)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school is well above average in size. Almost three-quarters of the pupils are from a wide range of minority ethnic backgrounds. This figure is much higher than in most primary schools. A well above average proprotion of pupils speak English as an additional language. This includes a significant minority who are at the early stages of learning English when they enter the school. The majority of pupils are disadvantaged and so eligible for additional funding, known as the pupil premium. This proportion is much larger than average. This is additional government funding which, in this school, supports pupils who are known to be eligible for free school meals. At about one pupil in seven, the proportion of disabled pupils and those who have special educational needs is broadly average. The Nursery caters for 23 children on a full-time basis. Children attend the two Reception classes full-time. An above-average proportion of pupils join or leave part-way through their primary education. The school provides a daily breakfast club for pupils. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. The headteacher has developed a strong and cohesive school community in which staff, governors, parents and pupils all strive to meet the shared vision and learn together. Governors support the school well in meeting its aims. They question school leaders carefully when holding them to account for its performance. Staff are continually focused on how teaching can improve. The result is that teaching is good and new teachers quickly become effective. The mutual respect shown between adults and pupils means that learning moves forward uninterrupted in calm and hardworking classrooms. Children enjoy the wide range of interesting learning experiences in the early years. They make good progress, particularly in their writing. Pupils’ circumstances are known well because : leaders have built strong and trusting links with families, particularly those who find engaging with the school difficult. These strong links with families have enabled leaders to help families who find it difficult to ensure their children attend regularly. As a result, attendance has improved considerably. The school provides highly effective support for the pupils’ spiritual, moral, social and cultural development. Pupils learn not only what it is to be British but also to respect the cultures and beliefs of others. Pupils behave well. They are very considerate towards each other, play happily together and take great care to help newcomers settle quickly. Most pupils are enthusiastic learners and prepared to be challenged by their teachers. They have high aspirations and are motivated to succeed. Staff and governors are very vigilant in ensuring that pupils are kept safe in school. As a result, pupils are happy and enjoy learning and their attendance is rising. It is not yet an outstanding school because : Assessment information is not used well enough to make sure there is an accurate understanding of the performance of children in Nursery and Reception. The questions teachers ask do not always challenge the most able pupils enough. Pupils do not routinely use their writing targets to help them improve writing in other subjects.