Oakfield Junior School

Inspection of Oakfield Junior School Bell Lane, Fetcham, Leatherhead, Surrey KT22 9ND

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Previous inspection grade Good 6 and 7 June 2023

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What is it like to attend this school?

Pupils are happy and enjoy coming to school. They attend regularly. Pupils show kindness and respect to others and welcome everyone into their community. They know the ‘5 C’ values of Oakfield well, and this is reflected in their behaviour across the school. Pupils feel safe and well looked after. Relationships between staff and pupils are extremely positive.

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What is it like to attend this school?

Leaders are ambitious about what all pupils can achieve. Pupils are learning well and are proud to share their work. Many pupils read with confidence and talk enthusiastically about their class novels. They also talk enthusiastically about the stories they have read independently. Leaders have ensured that pupils who need extra support to become fluent readers receive this quickly. Pupils with special educational needs and/or disabilities (SEND) are supported to achieve well, too.

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What is it like to attend this school?

The vast majority of pupils participate in an array of activities, including competitions, assemblies and clubs. Leaders have ensured that pupils have many opportunities to take on responsibilities in school, where they act as ‘buddies’, organise lunchtime activities and become members of the school council. Leaders have been careful to ensure that this is highly inclusive, meaning that pupils with SEND play an active part in these roles across the school.

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better?

Leaders have designed a curriculum which is broad and reflects their high expectations for all. This includes pupils with SEND. Pupils who attend the LAN Centre are provided with the specialist support they require, and the curriculum is expertly tailored to their needs. This ensures they make effective progress in relation to their specific starting points. In addition, teachers work closely with the special educational needs coordinator to carefully plan the adaptations needed for pupils with SEND across the wider school. This means they are also learning well.

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better?

Leaders have a clear approach to reading. They have developed a strong culture of reading and pupils regularly share books and read independently. Leaders also provide additional support for pupils who are at the earlier stages of reading. These pupils have regular opportunities to learn letter sounds and to practise reading. Leaders have ensured that books are closely matched to what pupils know to develop their reading fluency. In some cases, teachers revisit this learning multiple times throughout the day, allowing pupils further practice. However, sometimes, pupils do not have enough opportunities to revisit this learning so are not catching up as rapidly as they could.

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better?

In mathematics, pupils are able to use the correct vocabulary and their mathematical knowledge to problem-solve. Pupils demonstrate confidence and achieve highly. This is also the case in some foundation subjects, where pupils can recall key information about what they have learned. 6 and 7 June 2023

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In some subject areas, however, leaders are less clear about the precise knowledge pupils need and the order in which this should be taught. Some activities teachers choose are not closely matched to what pupils need to learn. This also makes it difficult for teachers to track precisely what pupils know and can do and to address any gaps in knowledge as quickly as they could. Pupils, in these subjects, are less confident in recalling what they have been taught before and how it links to what they are learning now.

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Pupils’ personal development is highly effective. Leaders are rightly proud of the thoughtful programme they have designed. They have carefully considered how this is woven throughout the whole school. Pupils talk confidently about what they have learned, including how they develop respectful and positive relationships and how they celebrate difference. In addition, leaders have ensured that the extra-curricular opportunities pupils have are carefully considered. Leaders ensure that pupils’ talents and interests are encouraged to thrive. Leaders monitor these opportunities thoroughly to ensure that pupils from disadvantaged backgrounds and those with SEND are actively participating in these, too.

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Leaders and governors take conscious steps to manage staff’s workload and to support staff effectively. They provide many opportunities for staff to improve their knowledge, and staff value this highly.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have created a strong culture of safeguarding throughout the school. Systems for identifying and reporting concerns are robust. Staff are alert to risks and take actions to manage these carefully. Leaders have ensured that staff are well trained, especially in understanding the additional risk that might be presented for pupils with SEND. Pupils receive the help they need quickly.

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Safeguarding

Leaders have also ensured that pupils know how to keep themselves safe, especially online. There are a range of approaches which pupils know how to use to report any worries that they have.

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(Information for the school and appropriate authority)

 In some subjects, leaders have not carefully identified and sequenced the precise knowledge that pupils need to learn. Therefore, teachers cannot identify gaps in learning and address any misconceptions as swiftly as they should. Pupils find it hard to recall what they have learned in these subjects. Leaders need to ensure that important knowledge is clearly identified in all subjects and is carefully sequenced to enable them to check what pupils know. 6 and 7 June 2023

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 6 and 7 June 2023

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 8 and 9 February 2022, under section 8 of the Education Act 2005

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Information about this school

 Oakfield Junior School is a two-form entry school.  The school includes a specialist provision for pupils with learning and additional needs, called the LAN Centre.  The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other school leaders, teaching staff, the chair of governors and a range of other members of the governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics, science, geography and music. For each deep dive, inspectors discussed the 6 and 7 June 2023

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curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors scrutinised a range of documents, including those relating to behaviour and SEND.  The inspectors met with the designated safeguarding lead. The single central record was also scrutinised. The inspectors reviewed the school’s safeguarding records.  The inspectors considered the view of pupils, parents and staff through discussions during the inspection and through the Ofsted surveys.

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Inspection team

Zoe Enser, lead inspector His Majesty’s Inspector

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Inspection team

Chris Toye Ofsted Inspector 6 and 7 June 2023

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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