Oakfield Primary Academy

Oakfield Primary Academy

Address: Oakfield Lane, Dartford, Kent, DA1 2SW Unique reference number (URN): 143218

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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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Inclusion Strong standard

Inclusion is central to the school’s culture. Leaders have high expectations for all pupils. They have ensured that robust procedures are in place to help staff identify pupils’ individual needs. Where barriers are identified, leaders take swift and bespoke action to ensure that the right support is in place as quickly as possible.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities (SEND) are expertly supported. This includes pupils within the specially resourced provision for pupils with SEND, the Arc. Staff adapt lessons carefully to ensure that all pupils, including those with SEND, can take part and succeed. This means pupils benefit from access to the school’s broad and engaging curriculum alongside their peers.

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Inclusion Strong standard

Leaders ensure staff have the information and confidence to make informed decisions in response to pupils’ needs. Leaders use highly effective systems to review what is working well and what needs to change. They carefully check the impact of support and track pupils' progress. As a result, pupils receive the assistance they need and any adjustments are made in a timely manner.

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Inclusion Strong standard

Leaders deploy additional funding strategically to secure the best possible outcomes for pupils, including those who are known (or previously known) to social care. They invest in evidence-informed approaches that have a proven impact. For example, leaders have established robust systems to identify pupils’ needs, monitor attendance closely and provide targeted academic and pastoral support. This ensures that every pupil receives the help they need to flourish.

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Personal development and wellbeing Strong standard

The personal development programme is comprehensive. It is carefully sequenced to meet the needs, interests and starting points of all pupils. Leaders have carefully adapted the personal, social and health education curriculum to reflect pupils’ needs and starting points. Pupils learn about healthy relationships, consent, body changes and how to stay safe online and offline. From Nursery to Year 6, pupils benefit from experiences that broaden their horizons and develop essential life skills, such as travelling safely and confidently. Pupils are equipped with strategies to manage their emotions. When they need further support, pastoral care is a carefully planned, layered system of support.

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Personal development and wellbeing Strong standard

Pupils’ understanding of protected characteristics and fundamental British values is a particular strength. They celebrate differences and contribute positively to school life. Pupils demonstrate a deep understanding of fairness, respect and personal responsibility. They can explain how they would challenge unkind behaviour and seek support from trusted adults. They demonstrate a clear understanding of the rule of law by linking these to the rules in their own school that help keep them safe. Pupils speak confidently about how lessons have influenced their decisions, including keeping themselves and others safe, supporting physical and emotional wellbeing and making healthy choices. Pupils show a secure understanding of risks, including road safety and the dangers of vaping.

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Expected standard

Leaders ensure disadvantaged pupils access additional support and enrichment opportunities. This includes targeted provision for young carers. They have carefully planned a broad programme of activities and residential visits, both within school and across the trust. These help pupils develop independence, resilience and cultural awareness. Pupils particularly value their ‘Goal Books’. They explain that ‘it’s not about the badge’ instead they appreciate how activities extend learning beyond the curriculum while helping them to develop independence and life skills. As a result of this work, they develop aspirations for future careers and adult life.

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Achievement Expected standard

Pupils take pride in their work and achieve outcomes that are broadly in line with national expectations across the curriculum. Those who join the school with lower starting points make effective progress over time, while pupils with special educational needs and/or disabilities progress securely from their individual starting points. Across subjects, pupils develop a deepening and increasingly connected body of knowledge. This enables them to talk and write with growing confidence about their learning. As such, pupils are well prepared for their next stage in education.

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Achievement Expected standard

From the early years onwards, pupils successfully acquire important knowledge and skills in early reading, spoken language and mathematics. Early reading is a particular strength. Writing, especially early handwriting, is not yet as well developed. Too few younger pupils secure these essential early writing skills quickly enough. Leaders have rightly identified this as a priority and are working to establish the same level of consistency and success in handwriting as seen in other areas of the curriculum.

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Attendance and behaviour Expected standard

Pupils enjoy school and are keen to attend. Leaders are highly committed to ensuring that every pupil attends regularly and benefits fully from the opportunities the school provides. They know pupils and their families well and use this understanding to identify and overcome barriers to attendance. Staff monitor attendance carefully, swiftly identifying patterns and intervening early when concerns arise. As a result, attendance has improved over time for different groups of pupils, including disadvantaged pupils, enabling more pupils to benefit from the school's curriculum.

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Attendance and behaviour Expected standard

In classrooms and around the school, pupils typically behave well and demonstrate positive attitudes to learning. Leaders have established clear expectations for behaviour. These are understood by pupils and applied consistently by staff. Classrooms are calm and purposeful. As a result, learning is rarely disrupted. Breaktimes are happy, safe and enjoyable. Leaders provide effective support for pupils who need additional help to manage their behaviour. This enables them to succeed. Bullying is rare. Any incidents of unkindness are dealt with swiftly and effectively. Consequently, pupils trust adults will listen, support them and keep them safe.

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Curriculum and teaching Expected standard

Leaders have a clear and accurate understanding of the strengths and areas for improvement in the school’s curriculum. They have carefully planned the ‘sticky knowledge’ pupils need to be learn, weaving this across content in the curriculum. Leaders maintain close oversight of the effectiveness of teaching across the school.

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Curriculum and teaching Expected standard

Leaders have prioritised pupils securing strong foundations for learning, particularly in early reading, spoken and written language, and mathematics. Early reading is taught systematically through a well-structured phonics programme. This enables pupils to develop confidence and fluency. Younger pupils build secure number knowledge and mathematical understanding from the outset. Leaders have also rightly focused on strengthening pupils’ handwriting skills, ensuring they develop the essential literacy foundations needed for future success.

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Curriculum and teaching Expected standard

Typically, teachers present information clearly and use effective learning activities to deepen pupils’ vocabulary and understanding across the curriculum. They adapt learning appropriately to support pupils who have barriers to their learning. This helps these pupils to succeed alongside their peers. In most lessons, staff check pupils’ understanding regularly and respond to any misconceptions by adjusting their teaching, explanations and support. This practice is not yet consistently effective across all classes.

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Early years Expected standard

Leaders have a clear vision for the early years. Children receive an excellent start to their education in the nursery. Across the wider provision, children settle quickly and thrive. Many children begin with skills below those typical for their age, particularly in communication and language. Leaders have established highly effective systems to identify needs early, including speech and language screening. This is strengthened by targeted interventions and effective partnerships with families. Staff respond swiftly to barriers to learning, ensuring children receive the right support and make accelerated progress from their starting points.

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Early years Expected standard

The curriculum is ambitious, well structured and responsive to children’s interests. Children's wellbeing is central to this work. They feel safe, settle quickly and follow routines confidently. Staff support children's emotional development well. Warm relationships help to foster children's independence and positive. The provision across the early years typically promotes effective learning and development, with early reading and phonics prioritised from the outset. Leaders have robust systems to monitor the quality of this work and act swiftly where improvements are needed. For example, expert staff have been deployed to strengthen children’s early mathematical fluency. This focus is having a positive impact on outcomes. As a result, children generally achieve well from their starting points and are prepared for Year 1.

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Leadership and governance Expected standard

Leaders and those responsible for governance have an accurate understanding of the school’s strengths and areas for development. The acting headteacher, ably supported by the trust and the wider leadership team, has established stability in the absence of the substantive headteacher.

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Leadership and governance Expected standard

Leaders make decisions that place pupils’ best interests at the heart of their work, particularly disadvantaged pupils and those with special educational needs and/or disabilities. For example, robust monitoring and targeted support have helped improve attendance, including for vulnerable groups. Typically, parents and carers appreciate the school’s work and would recommend the school to others.

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Leadership and governance Expected standard

Governors and trustees maintain effective oversight through well-established systems of monitoring and evaluation. They have a clear understanding of the school’s performance and fulfil their statutory responsibilities diligently, including managing resources and safeguarding arrangements. Through a careful balance of support and challenge, they successfully hold leaders to account while contributing positively to the school’s continued development.

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Leadership and governance Expected standard

Staff are proud to be part of this welcoming, ambitious and inclusive school community. They value the high-quality professional development available to them. This is closely aligned to school priorities and enhanced by expert support from the trust. Staff, including those at the start of their careers, feel well supported and appreciate leaders’ consideration of their workload and wellbeing.

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

Pupils are proud of their school and enjoy attending because they feel safe, welcome and well supported. Effective, nurturing relationships with staff help pupils feel ready to learn. They know there is always someone to listen and offer guidance. Pupils value the personal development programme. This equips them with the knowledge, skills and confidence to realise the school's vision of ‘grasping the challenges of tomorrow’. They also appreciate enriching educational visits to museums and local historical sites. These broaden their horizons and bring learning to life.

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

Generally, pupils achieve well and demonstrate positive attitudes towards their learning. They benefit from a broad and engaging curriculum, enhanced by practical and memorable experiences. This helps to prepare them well for their next steps. Pupils talk confidently about their learning and draw effectively on prior knowledge. This helps to deepen their understanding.

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

From the moment pupils join the school, leaders and staff place a firm focus on getting to know them and their families. This enables staff to identify any challenges or barriers to learning at an early stage and provide timely, effective support. As a result, all pupils, including disadvantaged pupils, those with special educational needs and/or disabilities and others who may face additional barriers, benefit from the school’s inclusive, caring and highly supportive approach.

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

Pupils follow the school rules and respond positively to leaders' expectations. This creates a calm, orderly environment for learning. The school promotes pupils' wellbeing effectively through its well-considered pastoral support offer. This helps pupils to develop resilience and

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Team inspectors:

Cathy Reid, Ofsted Inspector Michael Eggleton, Ofsted Inspector Martin Hacker, Ofsted Inspector self-regulation skills. When pupils find following the rules difficult, leaders provide high- quality support. Pupils cooperate well at social times. They share and take turns. Pupils say that bullying is rare. They know what to do if it happens and trust that staff will help them.

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Next steps

Leaders should continue to improve pupils’ handwriting skills so that they can write with greater fluency and confidence. Leaders should continue to embed high quality teaching which aligns to their expectations so all pupils benefit from effective learning experiences.

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About this inspection

This school is part of The Golden Thread Alliance which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Claire Misy, and overseen by a board of trustees, chaired by Philip Vander Gucht.

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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 HMIs.

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About this inspection

Inspectors spoke with the acting headteacher, other school leaders, staff and pupils. They also spoke with representatives of the trust including trustees and members of the local governing committee.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

During the inspection, the substantive headteacher was not present, on site. At the time of the inspection, the school was being led by Jill Gosbee, acting headteacher.

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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 6 years. National average: 26.3%

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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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 70% 62% 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

2022/23 (final) 78% 73% 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) 72% 72% 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) 78% 74% Close to average

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average

2023/24 (final) 78% 73% Close to average

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average

2022/23 (final) 79% 73% 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) 51% 47% Close to average

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national average

2023/24 (final) 54% 46% 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) 74% 63% Close to average

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average

2023/24 (final) 73% 62% Close to average

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average

2022/23 (final) 67% 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) 53% 59% Close to average

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average

2023/24 (final) 65% 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) 65% 61% Close to average

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average

2023/24 (final) 62% 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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national average

2024/25 (3 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 5.9% 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 (3 term) 14.1% 13.0% Close to average

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national average

2023/24 (3 term) 18.1% 14.6% Close to average

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national average

2022/23 (3 term) 17.5% 16.2% 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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