The Oaks Primary SchoolOfsted report card, 22 Sept 2026

The Oaks Primary School

Address: Bells Lane, Druids Heath, Birmingham, West Midlands, B14 5RY Unique reference number (URN): 149872

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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 Expected standard

Pupils achieve well across the curriculum and develop the knowledge and skills needed for the next stage of their education. They build secure foundations in reading, writing and mathematics and apply this learning confidently across a range of subjects. Pupils with special educational needs and/or disabilities, along with disadvantaged pupils, make positive progress from their starting points. These pupils access the same ambitious curriculum as their peers and achieve well.

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Achievement Expected standard

Outcomes in national assessments are broadly in line with national averages, and pupils are well prepared for the transition to secondary school. Pupils demonstrate secure recall of previous learning and use subject-specific vocabulary accurately. They build knowledge successfully over time across many subjects. Although attainment in the Year 4 multiplication tables check has been weaker than leaders expect, pupils achieve well overall. Leaders have introduced appropriate strategies to strengthen recall and fluency in multiplication facts, and pupils demonstrate improving confidence and accuracy.

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Attendance and behaviour Expected standard

Leaders place a strong emphasis on regular attendance. Staff monitor attendance carefully and take prompt action when concerns arise. Leaders work closely with families and, where appropriate, seek support from external agencies to address barriers to attendance. This tailored support helps pupils develop positive attendance habits. It reduces the number of pupils who miss significant amounts of school and is contributing to a reduction in persistent absence. Pupils arrive punctually and settle quickly into the routines of the day. They value being part of the school community and understand the importance of attending regularly. As a result, attendance is improving rapidly over time, including for pupils who have previously faced barriers to regular attendance.

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Attendance and behaviour Expected standard

Pupils behave well and demonstrate positive attitudes towards their learning. Clear expectations and well-established routines help to create a calm and purposeful environment across the school. In lessons, pupils listen attentively, work cooperatively and remain focused on their learning. Staff use consistent approaches to support pupils when they find it difficult to manage their emotions or behaviour. As a result, disruptions to learning are uncommon. Pupils are respectful towards one another and towards adults. They understand what bullying, harassment and discrimination are and are confident that staff would deal with any concerns quickly and effectively. This helps pupils to feel safe, flourish and develop a strong sense of belonging.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of education across the school. They have developed a broad and ambitious curriculum that clearly identifies the knowledge and skills pupils need to learn from the early years through to Year 6. Curriculum content is carefully sequenced so that pupils build on prior learning and are well prepared for the next stage of their education. Leaders review the effectiveness of the curriculum regularly and make thoughtful refinements where necessary.

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Curriculum and teaching Expected standard

Across the school, teaching is effective. A well-planned programme of professional development has strengthened teachers' subject knowledge. Staff present new learning clearly and typically use assessment information to deepen pupils’ understanding and address misconceptions. They adapt learning appropriately so that pupils with special educational needs and/or disabilities can access the same curriculum as their peers. Additional support helps pupils address gaps in their learning so that they keep up with the curriculum.

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Curriculum and teaching Expected standard

Leaders place a high priority on reading, writing and mathematics. Staff teach phonics consistently well, enabling pupils to develop secure early reading skills. Regular opportunities to revisit previous learning help pupils remember important knowledge and apply it successfully across the curriculum. Pupils develop a growing vocabulary and explain their thinking confidently.

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Early years Expected standard

Children get off to a positive start in the early years because leaders have established a nurturing environment where children feel safe, valued and ready to learn. Leaders ensure that staff are well supported and that provision remains ambitious and responsive to children's needs. Staff build strong relationships with children and their families from the outset. They use information about children's starting points to provide support that meets their individual needs, including for disadvantaged children and those with special educational needs and/or disabilities. Staff promote children's emotional wellbeing effectively and establish clear expectations that help children develop confidence and independence.

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Early years Expected standard

Communication and language are prioritised throughout the curriculum. Staff model vocabulary successfully and engage children in meaningful conversations that help them develop their speaking and listening skills. Learning activities are carefully planned to build children's knowledge across all areas of learning. Children enjoy exploring both the indoor and outdoor environments to practise and apply what they have learned.

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Early years Expected standard

Reading is a priority. Staff teach phonics systematically and ensure that children regularly revisit previously taught sounds and words. Children enjoy sharing stories and applying their phonics knowledge in their reading and writing. Staff identify children who need additional support and provide timely intervention to help them keep up with their peers. As a result, most children develop the knowledge and skills needed for a successful transition into Year 1.

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Inclusion Expected standard

Leaders have created a culture where inclusion is a shared responsibility. Staff know pupils well and identify any barriers to learning or wellbeing at an early stage. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face barriers to learning. Leaders work closely with parents, carers and external agencies to gain a thorough understanding of pupils’ needs. This ensures that support is carefully planned and responsive to changing circumstances.

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Inclusion Expected standard

Staff receive regular professional development that helps them adapt learning effectively. Teachers use a range of strategies, including visual resources, practical equipment and structured routines, to help pupils access the same ambitious curriculum as their peers. These adaptations enable pupils to develop confidence and independence while remaining fully involved in classroom learning.

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Inclusion Expected standard

Leaders monitor pupils’ progress closely and evaluate the effectiveness of any additional support. Where a strategy is not having the intended impact, leaders take timely action to refine provision. Regular communication between staff ensures that important information is shared promptly and support remains responsive to pupils’ changing needs. As a result, pupils engage positively in learning and attend school more regularly.

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Inclusion Expected standard

Additional funding is used thoughtfully to reduce barriers and broaden opportunities. Consequently, pupils are supported to participate fully in school life and achieve well from their individual starting points.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a clear and accurate understanding of the school’s strengths and the areas for development. They evaluate the impact of their work carefully and use this information to identify appropriate priorities for improvement. Leaders act decisively and ensure that decisions are rooted in the best interests of pupils. This is evident in the school’s commitment to supporting disadvantaged pupils and those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Trustees fulfil their statutory duties effectively and maintain a clear strategic overview of the school’s work. They draw on a range of evidence to evaluate leaders’ actions and provide an appropriate balance of challenge and support. Trustees are ambitious for all pupils and ensure that safeguarding, inclusion and pupil welfare remain central to decision-making. They understand the barriers some pupils face and monitor carefully how additional resources are used to support pupils’ achievement.

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Leadership and governance Expected standard

Staff value the positive culture established by leaders. They appreciate the consideration given to workload and wellbeing and speak positively about the support they receive. Professional development is closely aligned with school priorities. Staff receive coaching and other opportunities to strengthen their expertise. Leaders engage effectively with external partners and professional networks, enabling staff to share good practice and benefit from wider expertise. As a result, staff feel confident and increasingly effective in meeting pupils’ needs. Parents and carers are positive about the school's work and recognise leaders' commitment to creating a caring and inclusive community. Leaders work constructively with families, local services and community organisations. This strengthens support for pupils and widens opportunities beyond the classroom.

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Personal development and wellbeing Expected standard

Leaders have established a coherent and thoughtfully planned programme for pupils’ personal development. The curriculum is designed to help pupils develop the knowledge, skills and attitudes they need to thrive in school and beyond. Through personal, social and health education, assemblies and wider enrichment opportunities, pupils learn how to stay safe, maintain positive relationships and make informed choices. Pupils speak confidently about how to keep themselves safe online and know what to do if they encounter concerns or risks. They understand the importance of looking after both their physical and mental health and can explain strategies that help them manage their emotions and wellbeing. These experiences support pupils to become increasingly resilient and self-assured.

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Personal development and wellbeing Expected standard

Pupils are encouraged to contribute positively to school life through a variety of leadership opportunities. Roles such as play ambassadors, community ambassadors and personal development ambassadors help pupils develop confidence, responsibility and teamwork. Pupils value having a voice and understand how these roles can influence improvements within the school community. Leaders also provide a wide range of clubs, educational visits and residential experiences that broaden pupils’ horizons and help them discover new talents and interests. Staff monitor participation carefully and take appropriate steps to ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities can access the full range of opportunities available.

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Personal development and wellbeing Expected standard

Pupils understand the importance of treating others with kindness, fairness and respect. They learn about equality and develop an age-appropriate understanding of fundamental British values, including democracy and the rule of law. However, pupils’ knowledge of some aspects of the curriculum, such as different faiths and religions, is less secure. While pupils can talk about these in general terms, they are less confident in explaining their understanding in depth. Even so, pupils demonstrate respectful attitudes towards people from different backgrounds and appreciate that differences should be valued. Overall, the school prepares pupils well for life in modern Britain through its broad and inclusive approach to personal development.

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

Pupils are proud to attend this welcoming and inclusive school. Each day begins with a warm greeting from staff who know pupils well and take the time to understand their individual needs and strengths. Pupils have a clear sense of belonging, describing the school as a place where everyone is included and encouraged to succeed. As a result, pupils feel safe and valued.

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

Pupils enjoy learning. They are eager to share their ideas and approach new challenges with enthusiasm. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, benefit from effective support that reduces barriers to learning and enables them to participate fully in school life. Consequently, pupils make secure progress from their starting points and are prepared for the next stage of their education. Behaviour throughout the school is calm, respectful and purposeful. Pupils understand the importance of kindness, responsibility and respect. They treat one another with consideration and show maturity in their interactions with both adults and peers. The school’s culture encourages pupils to ‘challenge each other to be our best’, while remaining supportive and inclusive. Bullying is rare. Pupils are confident that staff will listen carefully to any concerns and resolve issues promptly and fairly.

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

Relationships are a strength of the school. Staff work closely with families and ensure that pupils receive the pastoral support they need to thrive. Most pupils attend regularly and understand the importance of being in school every day so that they do not miss valuable learning opportunities.

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

Pupils value the many experiences available beyond the classroom. They participate enthusiastically in clubs, educational visits and community projects that broaden their horizons and develop their talents. Leadership opportunities, such as eco-ambassadors, school councillors and health and safety ambassadors, allow pupils to contribute positively to school life. These experiences help pupils grow in confidence, develop a strong sense of responsibility and prepare them for life in modern Britain.

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Next steps

Leaders should ensure that teaching develops pupils’ multiplication knowledge and skills effectively so that these gains are reflected in improved published outcomes. Leaders should ensure that the curriculum for different faiths and religions is planned coherently and implemented consistently so that pupils develop secure, progressive knowledge and understanding of these aspects.

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About this inspection

This school is part of drb Ignite Multi-Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Robert Bowater, and overseen by a board of trustees, chaired by David Sheldon.

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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 school leaders including the headteacher, deputy headteacher and other leaders. The lead inspector spoke with the CEO and representatives of the trust, including the vice chair of the trust board.

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About this inspection

Inspectors spoke to pupils in lessons and at social times and met with groups of pupils.

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Team inspectors:

Karen Banford, Ofsted Inspector John Bates, Ofsted Inspector

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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 22 September 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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School capacity

Inspectors met with groups of staff and spoke to parents at the start of the school day. They considered the responses to Ofsted’s surveys.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school runs an on-site nursery for children aged 2 years.

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School capacity

The school runs a breakfast and afterschool club managed by the school.

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School capacity

The school does not make use of any alternative provision.

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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.

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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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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) 58% 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

2024/25 (final) 71% 75% Close to average

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national average

2023/24 (final) 74% 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) 73% 72% Close to average

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average

2023/24 (final) 79% 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) 71% 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) 56% 47% 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) 70% 63% Close to average

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average

2023/24 (final) 70% 62% 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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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) 67% 61% 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

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

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