Oakwood School

Unique Reference Number 114472 Local Authority East Sussex Inspection number 338372 Inspection dates 19–20 October 2010 Reporting inspector David Marshall

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 310 Appropriate authority The governing body Chair Barbara Goodall Headteacher Anne Rabbetts Date of previous school inspection 13 May 2008 School address Magnolia Drive Eastbourne, East Sussex BN22 0SS Telephone number 01323 501251 Fax number 01323 506698 Email address head@oakwood.e-sussex.sch.uk

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Age group 3–11 Inspection dates 19–20 October 2010 Inspection number 338372

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childcare provision

Age group 3–11 Inspection dates 19–20 October 2010 Inspection number 338372 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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childcare provision

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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childcare provision

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. During the inspection, 20 lessons and 13 teachers were observed. Discussions were held with the headteacher and two assistant headteachers, teaching and support staff, members of the governing body, parents and carers, and pupils. Inspectors observed the school's work and looked at documentation, including the school improvement plan, the tracking of pupils' progress, provision for those pupils identified as having special educational needs and/or disabilities, and minutes of governing body meetings. In addition, questionnaires from 41 parents and carers, 20 staff and 147 pupils were analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The standards and level of achievement of the current pupils, especially in English and mathematics.  How rigorous the school's reorganised assessment and tracking procedures are and

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Introduction

what they say about pupils' progress in all classes.  The impact of the school's provision on pupils' personal development, attendance and their behaviour.  Whether the school's intended more rigorous monitoring procedures have enabled teaching to be more effective and enhanced learning for all pupils.  In the light of the recent changes, how effectively the leaders and managers at all levels, including the governors, are enabling the necessary improvements.

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Information about the school

Oakwood School serves an area of low cost, mainly rented accommodation in a relatively new development to the north of Eastbourne town centre. A much larger than average proportion of pupils is known to be eligible for free school meals. There is a high level of pupil movement in and out of the school other than at the usual time and a high number of casual admissions. For example, over a third of Year 6 pupils were not registered at Oakwood at the beginning of Year 3. The school is permanently undersubscribed, resulting in organisational changes each year. The proportion of pupils with special educational needs and/or disabilities is much higher than the national average. The wide range of special needs includes learning, behavioural, language and emotional difficulties.The number of pupils from minority ethnic groups or who speak English as an additional language is very small. There has been a purpose-built Children's Centre on site since

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Information about the school

September 2006. The work of the school's nursery class, to afford 'wrap around' care and other services inside the school building, was reviewed as part of this inspection. The previous headteacher retired in July 2008 and the deputy headteacher was initially appointed acting head, followed by her appointment as substantive headteacher in May 2009.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Oakwood is a satisfactory school. The school has a positive, happy and supportive learning environment that increasingly reflects the school's statement of its strategic priority that 'Children live what they learn.' The headteacher and staff ensure that their focus on pupils feeling valued and well supported is progressively contributing to the school's good work with parents and carers. There are some particularly effective features, such as the before and after-school clubs, the link with the Children's Centre and the courses for parents. As one parent stated, 'Oakwood is an extremely caring school. My children feel safe and happy. They seem to be getting better at understanding what an individual child needs to progress further.' Over the last two years, the headteacher and two assistant headteachers have developed increasingly effective leadership and management. They are ambitious to ensure all pupils

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Main findings

achieve to the best of their ability. Self-evaluation is accurate, is based on appropriate monitoring and evaluation of strengths and weaknesses and is leading to improvements in learning for all groups of pupils. However, there is more to do to lift the overall quality of teaching and learning from satisfactory to good. In some lessons, teachers provide appropriately challenging activities, move the lesson along at a good pace and have high expectations of all their pupils. As a result, progress made by pupils in these lessons is good. As yet, this is not consistent throughout the school and work is not always sufficiently challenging, particularly for the more able pupils. The higher than average number of pupils joining in Years 4, 5 and 6 has had an impact on pupils' results in national tests by the time they leave the school. However, the school very effectively focuses on the needs of these incoming pupils and enables them settle down and make

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Main findings

sound progress. Attainment by the end of Year 6 has now improved from that of previous years. The staff have sought to provide an innovative and exciting approach to their whole- school curriculum in order to inspire pupils to learn. As the pupils testified, there are many exciting activities that lead to them enjoying their learning. However, the effectiveness of this approach is limited at the moment due to the teachers' planning not always being focused on what pupils need to learn next or ensuring that pupils understand their next steps. Despite this, through the improved assessment systems pupils are being helped to catch up on any past slow progress, and attainment is rising. This is particularly true throughout the school for all pupils in mathematics, which has been the school's main focus. While some of the necessary changes have taken time to implement, the zeal, patience and understanding of the whole staff are now focused on the identified and

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Main findings

shared priorities. The school has made satisfactory progress since the time of its last inspection and continues to demonstrate that it has satisfactory capacity to improve.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The headteacher and all staff know the pupils, and their families, very well and positive relationships contribute to pupils' attitudes and behaviour and their wider personal development. The recently re-formed and hugely enthusiastic Friends of the School Association is working hard for the school, and links with the local community are good. The audit of community cohesion undertaken by the headteacher, staff and governors is a careful analysis. While links with the local community are good, pupils' awareness of and preparation for living and working in a culturally diverse United Kingdom and global community are not developed sufficiently well.

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What does the school need to do to improve further?

 Use the school's current monitoring systems to improve the percentage of good teaching by focusing on: improving the pace of lessons in some classes further strengthening day-to-day assessment and marking extending opportunities for staff to observe the best practice in the school.  Ensure that by July 2011 changes in the curriculum are embedded so that: pupils, especially the more able, are given the maximum opportunities to consolidate and extend their skills and learning in English and mathematics the exciting and relevant activities that are linked across subject areas are present in all lessons.  Enhance pupils' understanding of their place in a culturally diverse United Kingdom and global community, and extend the provision for community cohesion by: building on the findings of the recent analysis of community cohesion implementing the plans for twinning with schools in other localities.

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Outcomes for individuals and groups of pupils 3

Pupils generally join the school with standards that are low and they are all now making at least satisfactory progress. Progress is not yet consistently good because there is unevenness in the rate of pupils' progress when work in lessons is not sufficiently challenging. Nonetheless, rates of progress of all groups of pupils are improving, particularly in mathematics. Pupils' good behaviour and confidence lay a sound foundation for their learning. Pupils with special educational needs and/or disabilities make good progress because of the effective support from teaching assistants and the carefully tailored activities provided for them. In the lessons observed that were good or better, pupils were very attentive in class, worked together well, made good progress and enjoyed activities. An outstanding English lesson in a Year 3/4 class also showed what the pupils could achieve when they were well challenged and highly motivated. Their writing in stories based on the Spiderwick fantasy

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Outcomes for individuals and groups of pupils 3

tales was engrossing. One girl was justifiably proud of her description of 'glamorous, dainty rose-pink, fuchsia slippers to stop thorns poking her feet'. Pupils achieve well in

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

other subjects such as music and art. Improved academic grounding, combined with pupils' growing confidence, prepares them satisfactorily for their next school. The school successfully promotes good spiritual, social and moral understanding. Pupils know there is always someone they can turn to in moments of difficulty.Throughout the school, inspectors were impressed by the consistently good standards of behaviour, good attitudes and social skills of all pupils. Pupils have a well-developed sense of right and wrong. They respect others and socialise well. Pupils enjoy school and love the large amount of space outside which ensures high levels of physical activity and facilitates their good understanding of health lifestyles. Pupils say they feel safe within the school, as they know that adults are very mindful of any concerns.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

In most lessons observed, pupils were well motivated by the ideas and resources presented and were keen to please their teachers and other adults. The school curriculum is planned in detail to promote pupils' enjoyment of learning. It has been revised to encourage creativity and practical learning experiences. These approaches are not yet fully developed to ensure that pupils' skills in English and mathematics are properly covered. The higher expectations of pupils' progress held by staff are reflected in the more challenging targets now being set for individuals and year groups. However, teachers do

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

not yet always take the chance to reinforce pupils' targets during lessons or when marking pupils' work. Opportunities are also sometimes missed in lessons to guide pupils in what they need to do to improve their skills. In the most effective lessons, this does not occur and these lessons are very challenging and fun. This was clear in an English lesson in Year 5/6 on instructional writing. The pupils were enthusiastic and sensible as they considered the 'handy hints' and 'top tips' to help them to link sentences in interesting ways. However, these effective aspects of teaching and learning are not yet consistently seen throughout the school. Throughout the school, positive relationships between staff and pupils contribute to the supportive ethos for study. Good use of praise encourages pupils' attentiveness and hard work. The impact of the school's support, guidance and care is evident in the pupils' good

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

standards of behaviour and social skills.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

As the senior leaders are aware, until recently the rate of improvement for the school has been too slow. However, there is now a common sense of purpose, clear drive and ambition to improve among leaders, staff and governors. The partnership between the headteacher and the two assistant headteachers and school bursar, with the very effective support of another local school, has begun to move the school forward at an improved pace. There is a clearer understanding of the strengths of the school and the areas that need more development. The school's self-evaluation is satisfactory because of a more rigorous approach. This has resulted in a comprehensive, and fully shared, improvement plan with very challenging targets and clear guidance for raising standards and eliminating the inconsistencies in practice that are still apparent. Good teamwork is playing a valuable part in moving the school forward. The school administrators are considerable assets to

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How effective are leadership and management?

the school and help to ensure the smooth running of the school from day to day. The supportive governors hold the school to account by challenging decisions and requesting explanations about the outcomes for pupils. Staff and governors ensure that discrimination in any form is not tolerated, and the school takes seriously its duty to improve the satisfactory level of equal opportunities. Procedures to safeguard pupils' well- being, safety and health are secure. Staff are well trained, show good care for pupils and work closely with a range of organisations to ensure pupils are safe and secure. The contribution the school makes to community cohesion is satisfactory and pupils are beginning to have a wider understanding of different faiths and cultures. A recent audit has identified the need to expand awareness about national and global perspectives.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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3

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Provision for children in the Early Years Foundation Stage is satisfactory. Data show that children's attainment when they enter the Early Years Foundation Stage is usually low when compared with expectations for their age. Children settle happily into the nursery classes because of good links with parents and carers, and good liaison with local playgroups and the Children's Centre. Children play together well and are very well behaved. They enjoy their learning. Both inside and outside, children can access a varied and stimulating range of activities that support their personal development as well as their communication and language skills, creative development and knowledge and understanding of the world. Construction toys are used sensibly. Overall, children make good progress in the nursery. As one parent observed, 'We are extremely happy with the progress of our daughter in her class and our son loves being part of the morning

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Early Years Foundation Stage

nursery. This really good start is currently not being built on effectively enough in the reception classes where provision overall is satisfactory. The outdoor area in the nursery is well laid out to promote children's physical development and children respond well to the opportunities it affords. However, these same aspects are satisfactory in the reception classes. Although adults generally support children well in the reception classes, there are missed opportunities and children are not always encouraged to move from one activity to another at the most appropriate and effective times. As the school has acknowledged, staff in reception do not always monitor child-initiated activities carefully enough to ensure the best possible use of the child's time and resources. However, their recent careful focus on early letters and sounds (phonics) is appropriate as children often start with low levels of development in this area.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Overall, the Early Years area is led and managed satisfactorily, and the school has identified and begun to implement clear priorities for improvement. All staff are now involved in planning and in the assessment of children's learning and are keen to see their provision improve.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Only a small number of parents and carers returned the questionnaire. The majority of those who did, or who spoke to the inspection team, were happy with the school. They consider that the school has a dedicated team of staff and that it has a very warm, supportive and friendly atmosphere. The majority feel their children make good progress. Inspection evidence confirms that most pupils are now making at least satisfactory, and sometimes good, progress. Parents and carers are pleased with the pastoral support their children receive. Inspectors endorse these views. Inspectors do not agree with the small number of criticisms about the help parents and carers are given to assist their children's learning or how they are kept informed of their children's progress. These and all other comments were shared and discussed with the headteacher.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Oakwood School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 41 completed questionnaires by the end of the on-site inspection. In total, there are 310 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 20 49 19 46 2 5 0 0 The school keeps my child safe 18 44 21 51 0 0 1 2

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Total % Total % Total % Total %

My school informs me about my child's progress 12 29 23 56 6 15 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 13 32 21 51 7 17 0 0

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Total % Total % Total % Total %

The teaching is good at this school 17 41 23 56 0 0 1 2

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Total % Total % Total % Total %

The school helps me to support my child's learning 14 34 21 51 5 12 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 10 24 28 68 2 5 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 11 27 25 61 3 7 1 2

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Total % Total % Total % Total %

The school meets my child's particular needs 10 24 25 61 6 15 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 8 20 25 61 4 10 2 5

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 6 15 22 54 10 24 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 10 24 25 61 5 12 1 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 14 34 22 54 4 10 1 2

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Oakwood School, Eastbourne BN22 0SS

Thank you so much for welcoming us into your school when we visited you recently. We thoroughly enjoyed our time with you and would now like to tell you what we found out about your school. The staff at the school work hard and the work of the school is satisfactory; these are some of the things it does particularly well.  Most of you make satisfactory progress, but those of you in the Nursery make better progress.  The way the school works with parents is good.  The way you behave is good and you work and play well together.  You feel safe at school and you have a good understanding of how to keep healthy.  You help your school to be a happy and better place to play and learn.  You have a good understanding of right and wrong and look after each other well. We have agreed with your school that there are a number of things that will help it to become better. We have asked the headteacher and staff to do the following:

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Inspection of Oakwood School, Eastbourne BN22 0SS

 Make sure that you are all given the best opportunities to learn no matter which class you are in. We know your teachers are all working hard to be the best they can be and we want them to learn from each other as well.  Look at how they plan, carry out, and link the subjects in your lessons to make sure they are as interesting as they can be.  Make sure you are given the chance to look at and understand about how children and adults live in places that are different from where you live. You can help by continuing to listen carefully and take note of what they say.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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