Schools & FE · Report card

Oakwood Primary School

Inspected 28 Apr 2026 · published 18 Jun 2026 · URN 116138

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Summary

No overall grade in this frameworkSafeguarding met

Ulric Neblett-Leigh (lead), Jo Petch, Nicola Pearce, Rebecca Mayman

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
28 Apr 2026
Inspectors verified
Jo Petch, Nicola Pearce, Rebecca Mayman, Ulric Neblett-Leigh
Postcode verified
SO16 8FD
Name on report verified
Oakwood Primary School
Safeguarding verified
Met
URN verified
116138

Page 5 of 15

Page 5 of the report with the evidence highlighted

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+70Very positivemore positive than 44% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositiveenjoyconfidentambitiousconsistentlysafefeel safe

Criticismconcernsdisruptionseriouslygapsnot consistentlynot effectivenot well preparedabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1525w+68
Leadership247w+83
Safeguarding51w−11
What needs to improve47w+54

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance29
“As a result, most pupils attend school regularly, and leaders respond quickly when concerns about absence arise.” p.2
Curriculum12
“They provide sensitive support so that pupils with special educational needs and/or disabilities access the curriculum confidently.” p.3
Teaching & assessment10
“In classrooms, teachers create calm and positive learning environments where pupils enjoy learning.” p.5
SEND & inclusion9
“They provide sensitive support so that pupils with special educational needs and/or disabilities access the curriculum confidently.” p.3
Progress & outcomes8
“Leaders implement a robust approach to accurately checking and monitoring pupils' attainment.” p.2
Reading & phonics7
“They secure the knowledge they need in reading, writing and mathematics and build effectively on what they already know.” p.3
Wellbeing & mental health7
“Leaders are dedicated and ambitious, with a clear focus on pupils' wellbeing and attendance.” p.4
Parents & families7
“Parents and carers are positive about the school and feel confident that their children are happy, safe and doing well.” p.5

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,870; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 33%

Full report text

Oakwood Primary School

Address: Sandpiper Road, Southampton, Hampshire, SO16 8FD Unique reference number (URN): 116138

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Leaders make pupils’ attendance and punctuality a high priority. This helps pupils to benefit from the education and experiences the school offers. Leaders work with families and wider agencies to identify and reduce barriers to attendance. As a result, most pupils attend school regularly, and leaders respond quickly when concerns about absence arise. Pupils enjoy school and the opportunities available to them, which supports regular attendance.

p.2

Attendance and behaviour Strong standard

Pupils behave well around the school. They have highly positive attitudes to learning and are incredibly supportive of one another. This starts right from the early years. Children learn in a calm and purposeful environment where disruption to learning is rare. Routines are clear and understood by pupils and staff. Staff consistently model and promote the school’s values. Pupils are respectful towards each other and adults. They cooperate well with each other to resolve conflicts. This is particularly evident during break and lunchtime when pupils play and interact with high levels of independence. Bullying and other forms of harassment are not tolerated. If they occur, they are dealt with quickly and effectively. Pupils enjoy coming to school and say ‘everyone belongs here’.

p.2

Inclusion Strong standard

Leaders place inclusion at the centre of the school’s work. Staff accurately identify pupils' needs and know how to best support them. Staff know pupils and their families well and provide pupils with effective, targeted support from the start. Leaders ensure that pupils with special educational needs and/or disabilities and those who have other barriers to learning are safe, well and ready to learn. They also ensure that pupil premium funding is used effectively to provide highly tailored support for disadvantaged pupils.

p.2

Inclusion Strong standard

Staff receive training to reduce barriers to pupils’ learning and wellbeing. This enables pupils to access the full curriculum as well as the school's wider enrichment offer. In classrooms, teachers adapt teaching to meet the increasingly diverse needs of pupils. This includes disadvantaged pupils and those with education, health and care plans. Leaders implement a robust approach to accurately checking and monitoring pupils' attainment. Leaders ensure that pupils make progress through the curriculum from their varied starting points.

p.2

Inclusion Strong standard

Leaders are proactive in their work with external professionals and parents and carers. Well- trained staff support pupils to talk about their feelings and help them to navigate any challenges they may face. Deliberate actions by leaders support pupils to develop independence, emotional security and readiness to learn.

p.2

Achievement Expected standard

Pupils typically achieve well as they move through the school. They secure the knowledge they need in reading, writing and mathematics and build effectively on what they already know. Most pupils apply their learning confidently in different subjects and produce work that reflects their growing understanding. However, a small proportion of pupils make errors in their writing, particularly in relation to letter formation and handwriting. This affects the consistency and overall quality of their written work across the curriculum. Leaders have taken appropriate action to address this. The impact of this work is beginning to be seen in improvements in pupils’ writing, particularly in the older year groups.

p.3

Achievement Expected standard

Starting in the early years, children learn phonics successfully and quickly gain the confidence to read simple words with increasing fluency. Pupils draw on this knowledge over time to become fluent and confident readers. Disadvantaged pupils and those with special educational needs and/or disabilities typically progress well from their varied starting points.

p.3

Curriculum and teaching Expected standard

Leaders have put in place a broad and well-ordered curriculum. They know where this is working well and where further refinements are needed. Staff model new concepts and learning clearly. They design tasks to build on pupils’ prior learning. However, leaders are working to ensure that staff check pupils' understanding consistently well, so that gaps in knowledge are identified and addressed quickly.

p.3

Curriculum and teaching Expected standard

Across the school, the development of pupils' basic skills in reading and mathematics is a priority. Staff choose texts carefully to support pupils’ understanding. This helps pupils to build their vocabulary effectively. Typically, staff successfully make sure that pupils have the practice that they need to become confident with these skills. The teaching of writing is not as consistently effective as other areas of teaching. Staff do not routinely identify errors in letter formation quickly. As a result, some pupils are not as well prepared for their next steps in learning as they could be.

p.3

Curriculum and teaching Expected standard

Overall, staff have a secure understanding of pupils’ needs and barriers to learning. They adapt learning when this is needed and support pupils well. For example, staff design teaching around pupils’ identified needs and targets. They provide sensitive support so that pupils with special educational needs and/or disabilities access the curriculum confidently.

p.3

Early years Expected standard

Children get off to a positive start in the early years. They learn in a calm, well-organised and resourced environment where routines are clear and expectations are high. This helps children feel safe, confident and ready to learn. Children play and learn together happily. They respond well to adults and show growing independence.

p.3

Early years Expected standard

The early years curriculum is appropriately ambitious and carefully planned. Teachers usually use their checks effectively to adapt activities so that children make progress. Staff model language clearly and encourage children to use talk partners, building vocabulary and social skills. Adults support children during activities to help them develop their learning. The curriculum helps children to practise and apply what they have learned.

p.3

Early years Expected standard

Early reading is a priority. Children learn phonics securely, and handwriting is developing through targeted support and finger-control activities. Teachers check how children are doing and make timely adjustments. Leaders monitor provision and work closely with parents and external agencies to meet individual needs. Children, including those who are disadvantaged or those with special educational needs and/or disabilities, progress well from their starting points and typically leave Reception well prepared for Year 1.

p.4

Leadership and governance Expected standard

Leaders are dedicated and ambitious, with a clear focus on pupils' wellbeing and attendance. They demonstrate a sound understanding of the school’s strengths and areas for improvement. Leaders prioritise key actions to strengthen areas for improvement, including writing. They use assessment information and other evidence to evaluate their work and target improvement strategies effectively.

p.4

Leadership and governance Expected standard

Leaders make decisions that place pupils’ best interests at the centre, particularly those who are disadvantaged, those with special educational needs and/or disabilities, and those who face barriers to learning or wellbeing. Leaders and staff know pupils and their families well and work closely with them to ensure that appropriate support is in place.

p.4

Leadership and governance Expected standard

Leaders promote a culture of safeguarding and ensure that staff share a clear understanding of their responsibilities. They provide staff with professional development that is evidence informed, coherent and sustained. This supports teachers to develop their expertise and implement the curriculum effectively. Early career teachers benefit from guidance and mentoring and feel well supported. Leaders consider staff workload and wellbeing carefully when making decisions. Staff value the support they receive. They speak positively about leaders’ commitment to professional development and wellbeing. This contributes to a positive working environment.

p.4

Leadership and governance Expected standard

Those responsible for governance bring appropriate expertise and knowledge to their roles. Governors meet their statutory duties and manage resources effectively. They provide both support and challenge to leaders when holding them to account for the school’s performance. Through this work, governors contribute to ensuring that strategic decisions benefit all pupils.

p.4

Personal development and wellbeing Expected standard

The school’s values of pride, excellence, empathy and teamwork are central to daily life. Pupils understand these values and show them in how they act. They understand fundamental British values and know how to stay safe online.

p.4

Personal development and wellbeing Expected standard

Pastoral care is well embedded across the school. Pupils learn how to support their mental health. They learn simple ways to manage their feelings, such as relaxation techniques and ways to cope when they feel worried or upset. Pupils learn how to be resilient and to have a positive outlook. When pupils need extra help, trained staff give focused support. Assemblies, often linked to books read in class, help develop pupils’ spiritual and moral development. Pupils are taught to speak up if something is not right. This allows them to grow in confidence and develop a strong sense of fairness. Pupils respect and value diversity in their school community. They show empathy and care for others and are proud of their school.

p.4

Personal development and wellbeing Expected standard

The personal, social and health education curriculum supports pupils’ wider development. Pupils learn about healthy relationships, consent and different types of families. They learn how to stay safe and understand risks both online and offline. The relationships and sex education programme is appropriate and helps pupils get ready for the next stage of their education. By the end of Year 6, pupils feel ready for secondary school. They can talk about what they have learned, including puberty, managing stress and staying safe.

p.5

Personal development and wellbeing Expected standard

Leaders have designed an ambitious personal development programme that runs through the curriculum. Overall, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, take part in a wide range of enrichment activities in music, art and sport. Leaders understand what pupils need and plan support carefully. Because of this, pupils develop well socially, morally, spiritually and culturally.

p.5