Oak Meadow Primary School

Oak Meadow Primary School

Address: Ryan Avenue, Ashmore Park, Wednesfield, Wolverhampton, West Midlands, WV11 2QQ Unique reference number (URN): 149553

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils consistently achieve very high standards over time, including those who are disadvantaged. By the time they leave the school, pupils’ attainment in reading, writing and mathematics is above that achieved by pupils nationally. In Year 1, pupils achieve highly in the phonics screening check and continue to perform above national averages. They secure the essential foundations for confident and fluent reading.

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Achievement Strong standard

Pupils produce high ‑ quality work in English, mathematics and across subjects in the wider curriculum. They retain knowledge securely and apply skills with confidence. Pupils use subject ‑ specific vocabulary accurately in their writing and explanations. For example, in geography, pupils demonstrate a deep understanding of rivers, biomes and the differences between urban and rural environments. They explain these concepts clearly. They make meaningful links across topics and themes, showing depth of understanding. As a result, pupils are very well prepared for the next stage of their education and leave the school as confident, articulate and capable learners.

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Curriculum and teaching Strong standard

Leaders have a secure and accurate understanding of the quality of the curriculum and teaching across the school. The curriculum is regularly reviewed and carefully sequenced from early years to Year 6. Leaders ensure that teaching is effective and builds pupils' knowledge and skills securely across the broad, ambitious curriculum. Each subject is deliberately mapped, so learning builds step by step and connects meaningfully over time. Teachers demonstrate secure subject knowledge through clear explanations that help pupils understand and remember key concepts. Pupils make links to previous learning and learn new content because they have regular opportunities to revisit and build what they have learned before. Teaching is highly consistent across the school. Leaders sustain this through focused professional development and the sharing of good practice, which creates a unified approach in every classroom. Teachers check pupils’ understanding closely during lessons

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Curriculum and teaching Strong standard

and identify gaps quickly. They address misconceptions promptly, so work remains precisely pitched. Staff use information effectively to check pupils' knowledge and adapt teaching to ensure that pupils access their next steps for learning. Leaders place an emphasis on early reading. This is taught with precision, and leaders check this rigorously. Support for pupils with special educational needs and/or disabilities is highly effective. Staff make thoughtful adaptations, so pupils participate confidently and overcome any barriers to learning.

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Early years Strong standard

Leaders and staff are highly knowledgeable about early years. They ensure that children receive the best possible start to school life. They have designed a well ‑ sequenced curriculum that develops children’s knowledge and skills across the 7 areas of learning in a clear, incremental way. The learning environment is well resourced and carefully organised. This enables children to engage deeply, explore confidently and sustain learning through play. Leaders check children’s progress closely and adapt the curriculum swiftly to ensure that it meets children’s needs. Leaders identify children’s starting points accurately and quickly recognise any additional needs or barriers to learning. They put effective support in place, so children thrive. Consequently, children with special educational needs and/or disabilities and children who are disadvantaged make clear progress from their individual starting points. Reading is

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Early years Strong standard

prioritised from the outset. Children develop confident communication skills and secure early phonics knowledge. Teachers teach early mathematics through explicit teaching and reinforce learning through carefully selected resources. Teaching is highly skilled and purposeful, enabling children to apply their knowledge confidently.

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Early years Strong standard

Adults support learning effectively throughout the day, including during unstructured times. They build learning through children’s interests, extend thinking and revisit key vocabulary. Parents and carers receive clear guidance and are actively involved in their child’s learning. Children are safe, happy and thriving. They develop independence and confidence and leave the Reception Year very well prepared for Year 1.

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Inclusion Strong standard

Leaders place inclusion firmly at the centre of the school's work. They create a culture where pupils with special educational needs and/or disabilities (SEND) feel understood, valued and empowered to succeed alongside their peers. Leaders identify pupils’ needs quickly and accurately. They use a well ‑ established, evidence ‑ based approach from the moment pupils join the school. This ensures that appropriate support is put in place promptly and pupils develop a deep sense of belonging.

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Inclusion Strong standard

Staff receive regular, high ‑ quality training that enables them to adapt teaching effectively to meet pupils’ individual needs. They make regular checks on pupils' progress and identify gaps in knowledge quickly. Staff implement targeted support, so pupils access learning confidently. Staff ensure that support is focused and purposeful and learning aligns with pupils’ individual targets. As a result, pupils with SEND make excellent progress from their starting points and achieve well academically, socially and emotionally.

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Inclusion Strong standard

Leaders maintain robust oversight of pupils' learning. They ensure that teaching and support are precisely matched to pupils' needs, so they achieve as well as they can. Pupils with the highest levels of need benefit from highly personalised adaptations that build confidence and secure understanding over time. Leaders work closely with parents, carers and external professionals to secure timely support. Additional funding is used effectively to provide bespoke support for pupils who are disadvantaged, enabling them to participate fully in school life and flourish.

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Leadership and governance Strong standard

Leaders, governors and trustees work effectively together. Their decisions consistently prioritise pupils’ learning and wellbeing. Governors and trustees ensure that the school’s vision, ethos and strategic direction are clearly defined and well understood. Leaders demonstrate an acute understanding of the school’s context and use this insight to set precise and ambitious priorities. They spend additional funding precisely so that support reaches the pupils who need it most. As a result, pupils’ outcomes remain consistently high, including for those who are disadvantaged. Leaders provide a coherent, evidence-informed professional learning programme for all staff, including those at the early stages of their careers. Staff and leaders work closely together to refine and evaluate practice. Leaders use approaches such as coaching to strengthen expertise over time. Leaders place a clear emphasis on staff's wellbeing. They

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Leadership and governance Strong standard

introduce practical strategies that reduce workload and help staff feel valued and supported. Leaders build positive and trusting relationships with families through open and regular communication. Leaders actively seek and act on parent voice.

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Leadership and governance Strong standard

The governing body is knowledgeable. Governors use their expertise to offer effective support and challenge. They fulfil their statutory duties with rigour. Governors ensure that decisions remain in the best interests of all pupils, including those with special educational needs and/or disabilities. Leaders at all levels remain reflective and continue to build expertise to secure the very best outcomes for every pupil.

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Personal development and wellbeing Strong standard

Leaders place pupils’ personal development and wellbeing at the heart of the school’s work. An impressively designed programme promotes pupils’ personal development and supports high academic outcomes. Pupils speak maturely about their beliefs, experiences and values. They listen respectfully to others and show an understanding of different family structures and backgrounds. Pupils understand right and wrong. They show fairness and kindness and resolve disagreements in positive ways. This contributes to an inclusive and welcoming school community.

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Personal development and wellbeing Strong standard

Opportunities for democracy and participation are well established. Pupils learn about voting, representation and having a voice through roles such as the school council. Pupil leadership roles, including digital ambassadors, develop pupils' confidence and responsibility. Digital ambassadors support others to use technology safely and responsibly. Pupils become digitally knowledgeable in an increasingly technological world.

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Personal development and wellbeing Strong standard

The personal development programme prepares pupils incredibly well for life beyond school. Pupils learn how to maintain their physical and mental health through regular lessons, assemblies and discussions. They have a secure and detailed understanding of online safety, healthy friendships and relationships. Leaders raise pupils' aspirations and broaden their understanding of future possibilities through 'aim high' assemblies and inspirational visitors.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of educational visits, visitors, clubs and enrichment activities. Leaders spark pupils' curiosity and provide opportunities to experience awe and wonder through deliberately planned STEAM and IMPACT weeks. Pupils deepen their understanding of the natural world and deepen their knowledge through fieldwork visits. Pupils develop independence, teamwork and resilience through carefully thought out residential visits. Pupils value these opportunities and memorable experiences. Pupils who are disadvantaged and those with special educational needs and/or disabilities access these opportunities fully, supported by thoughtful adjustments. Pupils consistently say they feel listened to and supported. They know how to seek help if they are worried. Pupils trust adults to act quickly when concerns arise.

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Attendance and behaviour Expected standard

Leaders place a firm emphasis on improving attendance. They have refined systems to check attendance with more rigour. They quickly identify pupils whose attendance falls below the school’s ambitious expectations. When concerns arise, leaders act quickly and put tailored support in place. They work closely with families to remove barriers to regular attendance. This work has a positive impact. Attendance continues to improve and the number of pupils who are persistently absent is reducing. Leaders remain ambitious and committed to ensuring that pupils attend school as regularly as possible. Overall attendance for all groups of pupils is broadly in line with national figures. There is more to do to ensure that rates of absence continue to fall for pupils.

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Attendance and behaviour Expected standard

Leaders have established a calm, orderly and respectful environment where pupils feel safe, valued and ready to learn. Pupils’ behaviour in lessons and during social times is consistently positive. Clear routines support smooth transitions, purposeful play and focused learning. Pupils show considerate attitudes towards one another and speak confidently about fairness, inclusion and respect. Staff respond promptly to any concerns, including bullying or unkind behaviour. Pupils trust adults to resolve issues quickly.

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Attendance and behaviour Expected standard

Leaders make thoughtful adjustments to support pupils with special educational needs and/or disabilities. Staff understand pupils’ individual needs well and respond with consistency and care. These approaches help pupils regulate their behaviour, engage positively and access learning successfully. As a result, pupils demonstrate highly positive attitudes to learning, feel a sense of belonging and take great pride in the school environment.

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What it's like to be a pupil at this school

Oak Meadow Primary School has a welcoming atmosphere and a joyful buzz that reflects a real family feel. Staff, pupils, parents and carers consistently described the school in this way. Pupils are proud of their school and demonstrate a secure sense of belonging. This is evident in the way they interact positively with one another and with staff throughout the day. Pupils demonstrate consistently high standards of behaviour. They are polite, thoughtful and respectful, greeting visitors warmly and using good manners naturally in their conversations. Pupils feel safe in school, and bullying is rare.

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What it's like to be a pupil at this school

Pupils achieve highly across the curriculum and value their learning. They approach lessons with enthusiasm and show confidence in tackling new ideas. Pupils with special educational needs and/or disabilities speak positively about their learning and make consistent progress from their starting points. In classrooms, pupils persevere and are resilient, particularly when faced with challenge. They remain focused and motivated, supporting one another and taking pride in their work. Older pupils explain their learning clearly and demonstrate a secure understanding of what they know and can do. They are very well prepared for their next steps. Pupils typically attend regularly and understand the importance of coming to school every day. They arrive punctually and move purposefully to their classrooms, ready to learn. Pupils value the many opportunities to contribute to school life. Leadership roles, such as digital

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What it's like to be a pupil at this school

ambassadors and house captains, are highly regarded. They ensure that pupils develop responsibility, teamwork and confidence in speaking to a variety of audiences. Pupils benefit from a wide range of enrichment activities and clubs. These experiences, including popular options such as the ‘knitting and natter’ club, enable pupils to explore new interests and develop individual talents.

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What it's like to be a pupil at this school

Through their time at Oak Meadow, pupils gain the knowledge, skills and experiences that prepare them very well for life in modern Britain. Pupils contribute positively to their school community and beyond.

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Next steps

Leaders should sustain the upward trend in attendance by continuing to analyse patterns closely, acting promptly where concerns arise, and working with families whose children are persistently absent.

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About this inspection

This school is part of St. Bartholomew's CE Multi 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), Katy Kent, and overseen by a board of trustees, chaired by Richard Pithers.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the head of school, the deputy headteacher, subject leaders, CEO, trustees, members of the local governing body, virtual school, the office manager, the executive headteacher, governance professional, special educational needs coordinator, staff, parents and carers and pupils during the inspection.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The head of school is new to their role.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Adele Mills, Ofsted Inspector Gary Richards, Ofsted Inspector Michelle Bishton, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 14.6% 13.3% Close to average

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national average

2023/24 (3 term) 16.6% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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