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Pupils, along with the rest of the school community, described The Oaks as a place that 'feels like a family'. This sentiment shows how well cared for pupils are.
It also reflects how well pupils get along with each other. Pupils are happy, safe and content.
The school is very ambitious for what pupils should learn.
Pupils achieve extremely well in reading, writing and mathematics. Despite not reaching these same lofty standards in a minority of curriculum areas, pupils, including those with special educational needs and/or disabilities (SEND), still achieve well in most other subjects.
Pupils enjoy their lessons.
They participate enthusiast...ically in their learning. Pupils behave well in their classes and around the school. They are highly motivated by the various rewards and certificates that they can achieve.
Pupils relish the many opportunities to take on responsibilities around the school. Various pupil ambassadors, monitors and elected school councillors wear their responsibility badges with pride. Pupils have a wide range of extra-curricular opportunities on offer.
These range from choir, chess and art clubs to various sports clubs. Pupils appreciate these and make good use of them.
What does the school do well and what does it need to do better?
The school has designed a broad and balanced curriculum.
Across the vast majority of this curriculum, the school has precisely identified the small steps of knowledge that pupils will learn. In most cases, the school has provided clear guidance to staff as to how and when subject content should be taught. This helps staff to deliver such content effectively.
In turn, pupils build their knowledge securely over time. They achieve well across much of the curriculum.
In a small minority of subjects, the school has not been as clear about its expectations for how subject content should be delivered.
In these few subjects, pupils are not taught some of the crucial content that is outlined in the school's curriculum design. As a result, pupils' knowledge in these few subjects is not as strong as it is in other subjects.
The school has a range of established systems for monitoring and evaluating the delivery of the curriculum.
However, in a small number of subjects, the school does not use these systems as effectively as it could. Consequently, the school sometimes does not identify, or address, the most important issues with how certain subject content is delivered. This prevents pupils from learning all that they could in some subjects.
The school has strong assessment strategies in place to check how pupils are doing in their learning. Staff provide effective support to pupils to help them correct their errors or misconceptions.
The school has secure systems in place to identify pupils who may have SEND early.
Staff are well trained to identify signs that may suggest a pupil has additional needs. The school works well with other agencies to secure timely support for these pupils where required.
The school encourages a love of books.
Pupils enjoy reading and they read widely and often. For example, some pupils spoke enthusiastically about their past learning of a Shakespeare play as well as the weekly poems that they listen to in class.
Learning to read has a high priority in this school.
Children begin to learn phonics as soon as they start in the early years. Staff are well trained to deliver the phonics curriculum effectively. Most pupils are given books that match well to the sounds that they need to learn.
The school provides additional support for those who need extra help with reading. Almost all pupils meet the expected standard in the Year 1 phonics screening check. The school's actions with reading ensure that most pupils quickly develop into confident and fluent readers.
In the majority of lessons, pupils are calm and attentive. There is minimal disruption to their learning. Pupils value their education and rarely miss any days at school.
As a result, pupils' attendance at school is very high.
The school provides for pupils' personal development well. It has recently adopted a new personal, social, health and economic education (PSHE) curriculum this year.
This PSHE curriculum is helping pupils to develop their understanding of fundamental British values. The school arranges several awareness weeks, such as a multi-faith week and a neurodiversity week, which help pupils to value peoples' differences. Pupils have a secure knowledge of how to look after their physical health.
They also know how to stay safe online. They learn how to maintain healthy relationships with others. Older pupils told inspectors about the school's coaching initiative that encourages pupils to take ownership of their learning at home.
Pupils feel that this is helping them to prepare for the demands of secondary school.
Staff appreciate the practical steps that leaders and governors have taken to help them manage their workload. Some examples include the additional time that they are given to carry out their subject leadership duties.
Governors understand their role and fulfil their statutory duties.
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority) ? The school has not set out its expectations for how a small number of subjects should be delivered.
This means that pupils are not taught some of the knowledge that the school intends for them to be taught. The school should provide clear guidance on how the content in these subjects should be taught so that pupils can achieve well in these subjects. ? In a minority of subjects, the school is not effective at evaluating the delivery and impact of the curriculum.
This means that some improvement needs are not identified and acted on in a timely manner. In turn, pupils do not achieve as well as they could in these subjects. The school should ensure that staff are well-equipped to gather and evaluate monitoring information effectively so that they can quickly address any shortcomings in their areas of responsibility.
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