Oakfield Church of England Aided Primary School, Ryde

School, Ryde

Address: Appley Road, Ryde, Isle of Wight, PO33 1NE Unique reference number (URN): 118193

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 Expected standard

Leaders have robust systems to monitor the attendance of pupils. They look at individuals and groups and identify the main barriers to attending school. This means that over time, disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) attend in line with national averages. Leaders intervene early and ensure that the most vulnerable pupils are in school. They develop positive relationships with parents and carers. This includes inviting them into school to find out the barriers to attendance and overcome them.

p.2

Attendance and behaviour Expected standard

Leaders have developed effective behaviour systems. Pupils behave well in lessons and disruption is rare. Leaders ensure that teachers use consistent rules and systems across classes. Leaders have significantly reduced suspensions this year. Leaders support pupils to reflect when things go wrong and to learn from their mistakes. This means that repeat sanctions are becoming rare. Leaders have ensured that pupils know the difference between bullying and unkindness. Leaders deal with any cases of bullying well, ensuring it does not happen again. Leaders always ensure pupils get effective pastoral support following an incident. Leaders train staff to adapt their approach to support pupils with SEND and those who are disadvantaged. This enables these pupils to manage their emotions and be successful.

p.2

Curriculum and teaching Expected standard

Leaders ensure that a broad and well-sequenced curriculum is in place across all subjects. Key knowledge builds on what pupils have already learned. The curriculum is well adapted to support pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders have focused on ensuring that there are consistent teaching approaches across classes. This includes retrieval activities and checks for understanding. In general, teachers implement these effectively in the classroom. However, in some lessons, checks on learning are not always used well. This means that sometimes gaps in pupils' knowledge are not identified.

p.2

Curriculum and teaching Expected standard

Leaders focus on ensuring that pupils develop the foundational knowledge they need in reading and mathematics. However, there is still further work required to improve handwriting and enhance pupils' writing.

p.2

Curriculum and teaching Expected standard

The phonics curriculum is well taught. Teachers ensure that lessons enable children in Reception to learn to read from the start. Pupils develop a love of reading through class reading and exploring books on their own.

p.2

Curriculum and teaching Expected standard

Leaders ensure that teachers put in place appropriate and effective adaptations to learning. This enables pupils with SEND and those who are disadvantaged to learn the curriculum well.

p.2

Early years Expected standard

Leaders have developed a well-considered and purposeful learning environment across the early years. Leaders have designed an engaging curriculum that builds children’s knowledge over time. Children demonstrate the ability to concentrate on their learning and show high levels of engagement. Where children have barriers to their learning, staff put in effective support to overcome these barriers. This ensures children progress well through the curriculum.

p.3

Early years Expected standard

Children play well together. They have learned to share and take turns both in their learning and during social times. Staff are well trained to ensure that they have high-quality interactions with children. These interactions guide children’s learning and strengthen their vocabulary. Children ask adults questions when they do not understand activities or learning. They are inquisitive about new topics and enjoy exploring the purposeful indoor and outdoor learning environments.

p.3

Early years Expected standard

Leaders have put in place effective care routines. Staff are aware of individual needs and work alongside parents and carers to develop children’s independence. The actions of leaders mean that children are ready for the next stage in their education.

p.3

Inclusion Expected standard

Leaders have developed effective methods to ensure that they identify the specific needs of pupils with special educational needs and/or disabilities (SEND). Leaders use this information to build individualised strategies to support pupils with SEND. Teachers are well trained and understand how to use these adaptations in lessons. Leaders are aware that they have a significant number of pupils arriving during the school year. Leaders are proactive at ensuring they find out about new pupils' additional needs. This enables leaders to reduce these pupils' barriers to learning. Leaders monitor the impact of strategies and review their effectiveness to ensure they continue to support pupils.

p.3

Inclusion Expected standard

Leaders understand the various barriers which face disadvantaged pupils. Leaders use additional funding well to support disadvantaged pupils. This includes adaptations to teaching, support with extracurricular activities and pastoral intervention. These actions, in general, enable disadvantaged pupils to be successful.

p.3

Inclusion Expected standard

Leaders have developed a positive relationship with the virtual school. Leaders recognise the value of their expertise and use this to support pupils who are known or previously known to social care. Where leaders make adaptations to pupils' curriculums, it is done in their best interests.

p.3

Leadership and governance Expected standard

Leaders know the context of the school well. They have a clear understanding of the school's strengths and areas to improve. Leaders have improved academic achievement recently with a focus on high-quality teaching. Leaders are committed to providing an inclusive education for pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders work effectively with outside support and have used this to strengthen provision across the school. This includes a positive working relationship with the virtual school.

p.3

Leadership and governance Expected standard

Leaders have focused on the professional development of staff. This has supported the improvements in teaching and learning and the embedding of support for pupils with SEND. Leaders continue to look for new ways to improve staff knowledge using support from other organisations. Leaders know the importance of supporting new teachers. The training provided ensures they get off to a positive start. Staff enjoy working at Oakfield and believe that both their workload and wellbeing are a priority for leaders.

p.4

Leadership and governance Expected standard

Governors are passionate about the school and the education on offer. They hold leaders to account well and offer support in equal measure. This enables governors to have a clear understanding of what the school is doing to improve and the impact they are having. Governors complete their statutory duties effectively.

p.4

Leadership and governance Expected standard

Parents and carers are positive about the school. They feel supported by leaders and well informed about how their children are progressing.

p.4

Personal development and wellbeing Expected standard

Leaders have designed a well-considered personal development programme from the early years through to Year 6. Knowledge is well sequenced to revisit key topics such as online safety at an age-appropriate level. Leaders train staff to deliver the programme well. This is both in dedicated lessons and across the wider curriculum. Leaders ensure that the curriculum considers local issues such as water safety.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that relationships and health are well taught. Additional, effective support for pupils with specific vulnerabilities ensures that all groups of pupils benefit from the personal development curriculum.

p.4

Personal development and wellbeing Expected standard

Pupils develop their understanding of British values and protected characteristics well. They know why respect is important and demonstrate this in their behaviour. Pupils understand diversity and the importance of treating everyone the same no matter their background.

p.4

Personal development and wellbeing Expected standard

Leaders frequently discuss vulnerable pupils that need extra support. This ensures that these pupils receive the right support when they need it. Leaders also identify any other pupils who would benefit from additional help. Leaders then put different interventions in place both in school or with external agencies and counsellors.

p.4

Personal development and wellbeing Expected standard

Leaders have put in place a range of opportunities across the wider curriculum. These include sports, board games and a disco club. Leaders organise trips to the local beach and further afield to the Science Museum in London. There is also a very popular Year 6 residential trip. Leaders ensure that all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, can take part. Leaders remove financial and emotional barriers so that pupils can benefit fully from these experiences. Leaders also organise regular careers events to teach pupils about different jobs. These mean pupils learn more about a range of careers, including those in the technology and health sectors.

p.4

Achievement Needs attention

Leaders have improved outcomes in national tests. The school has an above-average number of pupils who are disadvantaged. Last year, they achieved broadly in line with national standards. However, pupils do not achieve as well as they could over time. The improvement in attainment last year means that pupils are generally ready for the next stage in their education.

p.5

Achievement Needs attention

Leaders ensure that pupils acquire important knowledge in reading and mathematics. This is effective at closing any gaps in their understanding and enables pupils to learn the wider curriculum. However, pupils' writing skills, in particular handwriting, are not as well developed. This means that although pupils are able to extend their learning through writing, they are not yet producing high-quality work.

p.5

Achievement Needs attention

Pupils achieve well in phonics and have done so over time. They build early reading skills well by recognising key sounds and putting letters together to form words. This supports children in Reception to be well prepared to move into Year 1.

p.5

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

Pupils are happy and enjoy their time in school. They believe that staff have their best interests at heart. Pupils have positive and respectful relationships with each other and staff. Pupils are confident that if they have a problem they will get the help they need. Pupils know how to report any form of bullying, and believe that bullying is dealt with well by teachers. This makes them feel safe.

p.5

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

Pupils behave well both in lessons and at social times. They are kind to each other and know the importance of respecting differences. Pupils generally attend school well, and where this is not the case leaders’ actions help improve individuals' attendance.

p.5

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

Pupils with special educational needs and/or disabilities get the support they need. They can learn alongside their peers. Pupils recognise the support they get and value it. Pupils enjoy learning and are proud to share their knowledge in discussions. Their achievement has recently improved, particularly in national tests.

p.5

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

Pupils' reading is a strength, and they develop key skills in phonics. They enjoy reading a wide range of books both individually and together. Pupils have started to improve their writing skills. However, they have not fully secured the key skills in handwriting. This means that their written work is not consistently of a high quality.

p.5

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

Children get off to a positive start in the Nursery and Reception. Staff help them progress well both academically and emotionally. Pupils have access to a wide range of wider opportunities. The large outdoor spaces in the school are well used, with outdoor learning

p.5

Team inspectors:

Jason Philipsz, Ofsted Inspector Rebecca Mayman, Ofsted Inspector and nature playing a key part in pupils' education. This supports pupils’ wellbeing successfully.

p.6

Next steps

Leaders should ensure that gaps in pupils' key knowledge in writing are quickly closed by embedding the recent improvements in the teaching of these aspects of the curriculum. Leaders should continue to embed their attendance strategy so that pupils, including those with special educational needs and/or disabilities, have high attendance. Leaders should ensure that teaching consistently identifies gaps to address misconceptions in lessons, enabling pupils to achieve well.

p.6

About this inspection

The chair of the board of governors is Helen Curel.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, other senior leaders and other staff during the inspection. They also met with some parents and carers and pupils.

p.6

About this inspection

The lead inspector met with governors, the local authority, the diocese, the virtual school and the RISE advisor.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The school runs on-site provision for pupils in the before- and after-school club.

p.6

About this inspection

There is provision for 2-, 3- and 4-year-olds in the nursery.

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years. National average: 26.3%

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 72% 75% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (final) 42% 47% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (final) 71% 63% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (final) 54% 61% Close to average

p.11

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

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 . 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.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15