Oldfields Hall Middle School

Oldfields Hall Middle School

Address: Stone Road, Uttoxeter, Staffordshire, ST14 7PL Unique reference number (URN): 145376

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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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Attendance and behaviour Strong standard

Leaders’ work to secure positive behaviour and attendance is very effective. Pupils’ attendance is consistently higher than the national average. The number of pupils with weaker attendance is very low. Where pupils struggle with their attendance, leaders’ targeted support is highly effective.

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Attendance and behaviour Strong standard

Leaders have high expectations of pupils’ behaviour. Oldfields Middle School pupils meet this challenge. Pupils are polite and kind to one another. Any incidents of bullying or other unkind behaviour are isolated and leaders deal with them well. Pupils get down to their work in lessons quickly and apply themselves well. Leaders analyse patterns and trends in behaviour and use these to carefully design the curriculum in response. This way, they encourage all pupils in the school to think about their behaviour, for example how to be a better friend, at the same time. This has a positive impact on pupils and the whole school. Older pupils play a key role in being leaders and role models for other pupils. Where pupils do not meet the school’s expectations, leaders work constructively and effectively to improve behaviour.

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Personal development and wellbeing Strong standard

Leaders have carefully planned the curriculum for personal development. It includes everything pupils need to develop their knowledge about keeping safe and healthy both online and offline, to develop positive relationships with others, become well-informed, active citizens and develop their character. Pupils have ample opportunity to learn about people of different faiths, cultures and traditions, developing their understanding of tolerance and respect for others. They explore their own beliefs and the views of others. The impact of this strong curriculum for personal development can be seen across the school. Many pupils take on leadership roles and contribute to the community. Pupils are proud to show the school values of 'Respect Others, Enrich Lives and Make a Difference' in their interactions with one another and staff.

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Personal development and wellbeing Strong standard

Leaders actively look out for pupils’ developing interests and provide activities to develop them further. Leaders systematically and successfully break down any barriers to participation that vulnerable or disadvantaged pupils face. The school offers a very wide range of enrichment activities, which pupils value greatly. These include a range of trips, clubs, visiting speakers, sports activities and highly professional dramatic productions where pupils can really shine. As a result, all pupils benefit from strong personal development.

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Personal development and wellbeing Strong standard

The school provides effective support for pupils’ wellbeing. Staff are vigilant in looking for signs of any problems and pupils feel confident to seek support if they need it. The school has forged partnerships with other services, meaning that pupils have ready access to more specialised help if they need it.

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Achievement Expected standard

As a result of the trust’s work on the curriculum, pupils are more ready for their next steps. Pupils typically have the knowledge and understanding they need across the whole curriculum to complete the end of key stage 3 when they go to high school.

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Achievement Expected standard

Over time, pupils’ achievement in national tests has been in line with other pupils nationally. This is also the case for pupils who are disadvantaged. Pupils with special educational needs and/or disabilities make appropriate progress from their starting points.

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Achievement Expected standard

Leaders have identified that some pupils’ writing skills are not as secure as they need to be. Leaders’ work in this area is having a positive impact. Over time, pupils are improving their handwriting and composition skills well. Pupils are generally writing with increasing fluency and poise. Where pupils struggle with reading, teachers identify the particular barriers pupils face. They support pupils effectively to improve.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. Recently, they have made changes to the curriculum so that it is more ambitious and clear about what pupils should know and when. This is already having a positive impact across the school with pupils learning age-appropriate content. All pupils study this curriculum.

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Curriculum and teaching Expected standard

Leaders are consistently developing teachers’ skills. They have identified the right things to focus on. Typically, teachers have a secure grasp of the subjects they are teaching. This means that they explain concepts clearly and pupils build an increasing confidence in subjects over time. Where pupils fall behind or have barriers to their learning, teachers know this. Generally, teachers make the adaptations needed so that all pupils make progress. Occasionally, the tasks teachers give to pupils are not as helpful as they might be because they are too easy or too complicated. Leaders know this through their evaluation of teaching and are addressing it.

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Curriculum and teaching Expected standard

Leaders have identified that they need to improve their approach to pupils’ writing. Their work to do this is already having a positive impact on the standard of many pupils’ handwriting and composition. However, leaders know that they need a continued focus on writing to embed these improvements across the school.

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Inclusion Expected standard

Leaders have established systems that identify any pupils with additional needs quickly and with precision, including special educational needs and/or disabilities. School leaders have developed effective relationships with feeder schools, pupils’ families and other professionals outside of school. As a result of this, pupils’ additional needs are known and teachers generally make the adaptations needed so that pupils succeed. Pupils who find self-regulation tricky gain helpful support with their wellbeing. The school has an appropriate space and expert staff to support pupils to regulate better, be calm and feel confident enough to attend lessons. Pupils appreciate that staff understand their needs and give them the opportunity to develop their resilience.

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Inclusion Expected standard

Leaders’ strategy for supporting pupils who are disadvantaged is effective. Disadvantaged pupils attend and achieve well. Their needs are identified appropriately. The school actively identifies barriers to disadvantaged pupils’ full participation in wider school life. The work to secure these pupils’ participation is effective, and disadvantaged pupils’ participation is quickly increasing.

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Leadership and governance Expected standard

Leaders at all levels are highly ambitious for the school. They recognise that small details matter to pupils. Therefore, they adapt what they do regularly, putting pupils at the heart of the decisions they make. Leaders know the school in great detail and their plans for its further improvement are robust and appropriate. Leaders have made sure that staff in school feel valued and well supported.

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Leadership and governance Expected standard

Staff feel that the school is well led. They value the professional development they receive and the work that leaders do to help manage spikes in workload. They are very proud to work here and are dedicated to the school, its pupils and the community it serves.

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Leadership and governance Expected standard

Trustees, similarly, understand the school well. They are consistently reflective about how they can play their strategic role in the school’s improvement. They have made sure that the school has appropriate plans and the resources needed so that disadvantaged pupils achieve well and play a full part in school life.

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Leadership and governance Expected standard

The community is very supportive of the school. Many parents say that they appreciate how well cared for and happy their children are here.

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

Pupils at Oldfields Hall Middle School really enjoy their time at school. They feel that the school is an inspirational place to learn because leaders and staff celebrate and display excellent work all over the building.

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

Pupils achieve well in school. This is because pupils and teachers work hard together. Teachers know their specialist subjects very well, and pupils are benefitting from an increasingly ambitious subject curriculum. From their arrival in Year 5, pupils have access to specialist facilities such as science laboratories and specialist art facilities, which pupils find exciting.

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

Pupils behave consistently well and their attendance is excellent. They develop their character beautifully in their time at the school. They are kind and considerate to one another and staff. They behave responsibly, even when no one is looking, and are proud to do so. There are lots of opportunities for pupils outside of lessons. Everyone takes part in these opportunities, and the school makes sure that there is something for everyone. As a result, pupils here are thriving.

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

Pupils feel safe at school and know that if they have any worries there is someone who can help them. Pupils who need more specialist support get this quickly.

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

Bullying and other unkindness are rare. When it happens, pupils are confident that staff will sort issues out effectively.

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Next steps

Leaders should further develop teachers' expertise so that lesson activities do not become overly complicated. Leaders should continue to focus on pupils' handwriting and composition so that all pupils can write fluently and legibly.

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About this inspection

This school is part of the Innovate 2 Education Partnership, a multi-academy trust. This means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Kerry Rochester, and overseen by a board of trustees, chaired by Colin Haswell.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with pupils, staff, school leaders, trust leaders and trustees during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Melanie Callaghan-Lewis, Ofsted Inspector David Lisowski, Ofsted Inspector Steph Withington, 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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average

2024/25 (final) 55% 62% Close to average

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average

2023/24 (final) 64% 61% Close to average

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average

2022/23 (final) 61% 60% Close to average

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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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average

2024/25 (final) 75% 75% Close to average

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average

2023/24 (final) 80% 74% Close to average

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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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average

2024/25 (final) 68% 72% Close to average

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average

2022/23 (final) 75% 71% Close to average

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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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average

2024/25 (final) 75% 74% Close to average

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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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average

2024/25 (final) 38% 47% Close to average

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national average

2023/24 (final) 50% 46% Close to average

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national average

2022/23 (final) 43% 44% Close to average

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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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average

2024/25 (final) 62% 63% Close to average

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average

2023/24 (final) 64% 62% Close to average

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average

2022/23 (final) 64% 60% Close to average

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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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average

2024/25 (final) 57% 59% Close to average

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average

2023/24 (final) 57% 58% Close to average

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average

2022/23 (final) 57% 58% Close to average

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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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average

2024/25 (final) 62% 61% Close to average

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average

2023/24 (final) 57% 59% Close to average

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average

2022/23 (final) 64% 59% Close to average

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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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Persistent absence

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

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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

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