Oldfield Park Junior School

Inspection of a school judged good for overall effectiveness before September 2024: Oldfield Park Junior School Lymore Terrace, Twerton, Bath, Somerset BA2 2JL

p.1

Outcome

Oldfield Park Junior School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The executive headteacher of this school is David Goucher and the head of school is Rachael Van Roy. This school is part of Palladian Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Donna Tandy, and overseen by a board of trustees, chaired by Claire Price.

p.1

What is it like to attend this school?

Pupils thrive in this safe, friendly school. They know that any worries will be dealt with quickly by a trusted adult. Parents and carers value the caring community the school engenders. They rightly say their children love going to school. Pupils are kind and enjoy positive relationships with each other and the staff.

p.1

What is it like to attend this school?

Pupils have a thirst for knowledge and strive to achieve the ‘Learning Hero’ award each term. They are focused on their learning and keen to contribute. This is because teachers expect them to engage and work cooperatively. Support, such as sentence stems, ensures every pupil can speak with confidence. Pupils achieve well and, by year 6, are ready for the demands of secondary school.

p.1

What is it like to attend this school?

Responsibilities such as being librarians, play leaders and school councillors are some ways pupils support others in the school. Play is an important part of the school’s ethos. Pupils learn to take safe risks, such as building a trolley cart to drive on the playground or climbing trees. The annual ‘playday’ is a highlight for staff, pupils and parents. The ‘Palladian Promise’ provides opportunities to broaden pupils’ horizons. For example, pupils experience other cultures and traditions through residential visits to Holland and France. 4 and 5 February 2025

p.1

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

The curriculum is engaging and ambitious. It sets out the essential knowledge pupils need to learn. This knowledge is connected, enabling pupils to revisit important content. For example, in Year 4, pupils learn why a mosque is special to Muslims. In Year 6, they study the Five Pillars of Islam and visit a mosque. However, the curriculum does not provide effective opportunities to extend pupils’ knowledge and deepen their understanding. This means some pupils do not achieve their full potential in a few subjects.

p.2

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

Teachers have strong subject knowledge due to the training they receive. In mathematics, for instance, teachers use practical equipment to show pupils how to add an integer to a mixed fraction. Pupils then use the same equipment to practise until they understand the method. Teachers check that pupils understand what has been taught. Pupils act on feedback from teachers because they are eager to succeed.

p.2

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

The library is the epicentre of the school. At breaktime, many pupils share books with their friends in the library. The librarian makes recommendations to extend the range of books pupils read. The reading curriculum builds on the infant school’s approach to phonics. Regular checks by teachers ensure pupils who have fallen behind are identified. These pupils benefit from extra reading sessions to help them catch up. Pupils read confidently with fluency and intonation. Pupils acquire a rich vocabulary, which they use effectively in their writing. For example, they use onomatopoeia and personification to describe Charlie’s chocolate factory.

p.2

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

The school champions and supports pupils with special educational needs and/or disabilities and those who are disadvantaged. Staff make appropriate adaptations to ensure these pupils access the full curriculum and are given the best chance to succeed. The school successfully supports pupils to become independent learners. Classrooms contain useful resources to aid learning, such as ‘magic maths books’ and ‘vocabulary pyramids’. This equips pupils with the confidence, tools and strategies to achieve.

p.2

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

Pupils behave with respect and consideration for others in this inclusive school. Learning proceeds without disruption and pupils are fully engaged in their learning. This is due to the high expectations staff have for all pupils.

p.2

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

Pupils are very well prepared for life beyond school. The school prioritises emotional and mental health. Pupils learn the language needed to share their feelings or concerns. Pupils learn about sustainability by actively reducing food waste. They make soup and bread from the crops they grow at the gardening club. This encourages them to become responsible citizens.

p.2

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

Leaders have a secure understanding of the strengths and priorities of the school. Alongside the trust, they work together to ensure everyone flourishes. When new initiatives are introduced, leaders take account of staff well-being and reduce excessive workload. 4 and 5 February 2025

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few subjects, the school does not provide sufficient challenge for pupils to extend their knowledge and understanding. As a result, some pupils do not reach their full potential, limiting their knowledge and connections across subjects. The school should ensure that teachers design learning activities to include demanding tasks that stretch all pupils to deepen their knowledge and achieve the best possible outcomes.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the predecessor school, Oldfield Park Junior School, to be good for overall effectiveness in October 2012.

p.3

How can I feed back my views?

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 4 and 5 February 2025

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 4 and 5 February 2025

p.4

School details

Local authority Bath and North East Somerset Council

p.5

School details

Headteachers David Goucher (Executive headteacher) Rachael Van Roy (Head of School) Website www.oldfieldparkjuniorschool.com

p.5

School details

Dates of previous inspection 1 and 2 October 2019, under section 8 of the Education Act 2005.

p.5

Information about this school

 Oldfield Park Junior School is part of the Palladian Academy Trust.  Since the previous inspection, the senior leadership structure has changed. There is an executive headteacher, formerly the headteacher, and a head of school in place.  The school makes use of two unregistered and one registered providers of alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school. 4 and 5 February 2025

p.5

6

 The inspector spoke with the executive headteacher, the head of school, other senior leaders, a group of teachers and teaching and non-teaching support staff.  The inspector held meetings with the trust CEO, a group of trustees, including the chair of the trust board, and the chair of the school’s local governing committee.  The inspector visited a sample of lessons, spoke to some pupils about their learning and other aspects of school life and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector reviewed responses to Ofsted’s online surveys from parents, pupils and staff.

p.6

Inspection team

Faye Heming, lead inspector Ofsted Inspector 4 and 5 February 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7