Oxhey First School

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About Oxhey First School

Name Oxhey First School
Website http://www.oxhey.staffs.sch.uk
Ofsted Inspections
Headteacher Mrs Lorraine Jukes
Address Pennine Way, Biddulph, Stoke-on-Trent, ST8 7EB
Phone Number 01782513000
Phase Academy
Type Academy converter
Age Range 3-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 215
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Oxhey First School.

Staff are highly ambitious for all pupils. They want every pupil to achieve their full potential. One pupil told inspectors that Oxhey First School 'is a great place to learn and grow up' – inspectors agree.

The school has high expectations of everyone. Staff expect pupils to try hard and achieve well. All pupils, including pupils with special educational needs and/or disabilities (SEND), live up to these expectations.

Furthermore, the curriculum is well planned and is taught very well. All of this means pupils make excellent progress.

Pupils behave exceptionally well during lessons and at playtimes.

They... listen with interest and support each other well in their learning. Pupils are eager to learn new things and talk with enthusiasm to visitors about their work.

Pupils take part in a range of inclusive extra-curricular activities, including sewing, coding and gardening.

Pupils are excited to take on jobs that require them to help others. They can be peer mediators, house captains and mini-medics. Pupils are rightly proud of their school and would recommend it to others.

The vast majority of parents and carers share this view.

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

This school is highly aspirational for all pupils. Leaders show a determination to include every pupil and prepare them fully for their next stages of education and beyond.

All decisions that leaders make are sharply focused on what is best for the pupils.

The school has designed an ambitious, exciting curriculum that is rich in opportunities. Leaders have carefully sequenced the knowledge and skills that pupils need to learn in each subject.

Over time, teachers ensure that pupils revisit things they have learned previously. This is helping pupils to build a rich body of subject knowledge that they can use and apply in their learning. For example, in art, pupils in Year 2 talk confidently about different sketching techniques such as stippling, contour-hatching and cross-hatching.

In geography, Year 4 pupils talk with maturity about renewable forms of energy and different types of biomes.

Teachers are knowledgeable and are well supported by subject leaders. Teachers are highly effective at managing the mixed-age classes.

They know exactly what to teach and how to teach it. New ideas are explained clearly, with teachers checking pupils' understanding and spotting misconceptions. When pupils struggle, teachers swiftly provide extra help.

Reading is a high priority. This begins as soon as children start in Nursery. Adults immerse children in stories and rhymes.

These strong foundations prepare children well as they move into Reception and beyond. Staff are well trained to deliver the phonics programme. As a result, pupils quickly become fluent readers.

If any pupils need extra support, staff quickly put this in place to help them catch up. Most pupils read fluently by the end of key stage 1 and continue to read widely as they move up through the school.

The early years curriculum gives children an excellent start in developing their knowledge that will help them in Year 1 and beyond.

Indoor and outdoor areas are well organised with activities that help children to develop an enquiring mind and to practise their learning. Staff take the time to get to know each child well. They use this knowledge of each individual pupil effectively.

They use it to tailor activities that maximise engagement and progress. As a result, children develop excellent learning behaviours with high levels of concentration and resilience. Children achieve very well in the early years.

The school has high expectations for pupils with SEND. Pupils' needs are quickly and accurately identified. Staff adapt learning and extra-curricular activities so that pupils with SEND can access them.

These pupils make strong progress and participate fully in school life.

Leaders have designed a programme for personal development that meets the needs of individual pupils. There are a wide range of extra-curricular activities, and the school ensures that all pupils can participate.

The school nurtures and develops pupils who show particular talents, and opportunities in school have enabled pupils to take these further.

Staff receive excellent opportunities for their professional development. Staff feel supported in their work and say that they want to do their best for pupils.

Those responsible for governance are very well informed and committed to their roles. They provide highly effective challenge and support to leaders to help make the school the successful place it is.


The arrangements for safeguarding are effective.

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