Oatlands School

124994 Unique Reference Number Surrey Local Authority 281855 Inspection number 26 September 2006 Inspection date Nick Butt Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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St Mary's Road School address Infant Type of school Oatlands Park Community School category Weybridge KT13 9PZ 4 °7 Age range of pupils 01932 843990 Telephone number Mixed Gender of pupils 01932 830015 Fax number 180 Number on roll (school) Mr Roy Taylor Chair The governing body Appropriate authority Mrs Patricia Beechey Headteacher 10 July 2000 Date of previous school inspection

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Inspection number Inspection date Age group 281855 26 September 2006 4 °7 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by an Additional Inspector.

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Description of the school

This is a popular two-form entry school. It serves a prosperous area on the outskirts of Weybridge, but many of the local children go to private schools. Children join the school from some twenty different pre-school settings. More than half the pupils in recent years have been summer-born, and have only had one term's full time education in a Reception class. The proportion of pupils with learning difficulties is average, but more have statements of special educational need.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Oatlands School, 26 September 2006

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Grade: 2

This is a good school with aspects of its work that are outstanding. The head teacher's excellent leadership has produced a happy school where all staff members work closely together for the benefit of the pupils. The deputy head teacher's comment, 'we live our values', sums up the very strong ethos of care and respect, which enables pupils to thrive and to achieve well. The headteacher has a penetratingly clear vision and the highest expectations of all those involved in the school, including parents and governors as well as staff and pupils. Ably supported by her deputy and senior team, she has set in place robust systems and procedures for ensuring that the school runs smoothly, consistently and well for the benefit of the children. This means that teaching is good, and in the Foundation Stage it is outstanding. Teachers are clear about what they want pupils to learn, and make lessons interesting and fun. They use the latest technology well to

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Grade: 2

involve pupils in their learning. A well-planned curriculum contributes very well to pupils' outstanding personal development by linking subjects together and providing good enriching experiences. As one parent commented, 'staff work very hard to make the school is just that extra bit special'. Consequently, pupils make good progress and standards are high. Provision in the Foundation Stage is outstanding, because of the high quality teaching, a vibrant curriculum and the expertise of all those working in the Reception classes. Children get off to a flying start, and absolutely love coming to school. Achievement is good, because of the effective teaching, and because pupils' progress is closely monitored. Any potential falling behind is picked up very quickly and support put in place to help these pupils to improve. The school deploys its senior staff very effectively to model good practice and to target groups of pupils, and this is helping

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Grade: 2

standards to rise even higher. The one area where progress has been slower is in the writing of the more able pupils. Although standards in reading and mathematics for these pupils are well above the national average, in writing standards are only slightly better than average. The school is working hard to move pupils on who are very close to attaining the higher level in writing, and this is a focus for improvement. Pupils have an excellent understanding of healthy lifestyles and feel very safe and secure in school. They thoroughly enjoy their education and have many good opportunities to contribute to the life of the school community. They leave with very well developed basic skills and the confidence to move successfully to junior school. The school has a good understanding of its strengths and those things it needs to do to get even better. However, the school development plan does not fully reflect the

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Grade: 2

priorities that staff are actually working on, and is written before the impact of that year's national assessments is known. Much work has been done to improve the school building and grounds, so that pupils can learn in an attractive and modern setting, with much to interest and excite them. Although costs are low, the school is successful at attaining high standards and provides excellent value for money. 2 Inspection Report: Oatlands School, 26 September 2006

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What the school should do to improve further

• Ensure that the more able pupils attain high standards in writing that more closely match those attained in mathematics, reading and science. • Ensure the school development plan reflects current priorities in English and mathematics.

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Grade: 2

Standards are well above average and achievement is good. Children enter the school with a wide range of abilities that are slightly above national expectations. Even though many of the children are born in the summer months, they still reach their early learning goals because of the outstanding provision they receive while they are in the reception classes. In Years 1 and 2 pupils make good progress. The vast majority reach or exceed their targets, including those with learning difficulties or statements of special educational need. Where additional support is given this has a beneficial impact on pupils' achievement. The progress of pupils who might attain the higher levels in writing in national assessments sometimes varies because expectations of what they can achieve are not always consistent across the school. The school is aware of this issue and is actively tackling it.

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Grade: 1

Pupils' spiritual, moral, social and cultural development is outstanding. The school has promoted an approach to teaching values that is being adopted by a local confederation of schools, and involving parents and the wider community. There is plenty of awe and wonder in lessons, especially in the use of interactive whiteboards. Year 1 pupils were amazed when they touched dice on the screen and they began rolling automatically! Pupils have an exceptionally good understanding of their own and other cultures. On the day of the inspection, a visitor brought in a dramatic array of African masks for them to admire and draw. Pupils can talk freely about healthy living and describe how their meals have improved. They take a mature approach to their own well being. One pupil said, 'If you have a small problem you try to sort it out yourself first before you go to an adult. If it's really hard you take it to an adult'. Pupils act as

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Grade: 1

buddies in the playground, serve one another in the dining hall and sit on the school council. They have excellent attitudes to learning and behave very well. Attendance is outstanding, a reflection of how much pupils enjoy coming to school. They are very well prepared for the next stage of their education and leave as rounded individuals with a love of learning. 3 Inspection Report: Oatlands School, 26 September 2006

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Grade: 2

Lessons interest and engage pupils because of the good use of resources, including new technology, and imaginatively planned activities. Teachers are clear about what they want pupils to learn, and generally plan work well to meet the differing abilities of learners. Pupils are well involved in lessons, although they do not tend to discuss how they might achieve the learning goal for that lesson. In the Foundation Stage, teachers plan enthralling experiences across all the areas of learning, and children are absorbed in what they do. For example, they loved feeling contrasting natural materials such as bark chips and stones, and wet shingle and shells. Pupils are given ambitious targets for writing and while most reach them, some just miss attaining the higher levels in national assessments. The school is focusing on planning challenging work for these pupils that ensures they meet their goals.

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Grade: 2

The curriculum is good. Subjects are carefully linked together and teachers work hard to plan interesting activities for all pupils to enjoy. It is too early to measure the impact of a recent focus that uses information and communication technology in all subjects to enhance the curriculum. There is a good range of enrichment activities and after school clubs, including French, drama and dance. Pupils go on visits to local places of interest and meet many different visitors. The curriculum contributes very well to pupils' outstanding personal development and their moral and social development.

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Grade: 1

Care, guidance and support are outstanding. The family atmosphere of the school means that pupils learn in a secure and stable environment, and are known very well so that their individual needs are met. This particularly benefits the increasing number of pupils who have statements of special educational need. All child protection procedures and risk assessments are in place. The very detailed monitoring of progress that goes on ensures that pupils know what their targets are, and what they need to do to improve. These are reviewed and updated regularly with their teacher. Pupils with learning difficulties are well supported by teaching assistants. Those who speak English as an additional language settle in very quickly and make good progress. 4 Inspection Report: Oatlands School, 26 September 2006

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Grade: 2

Leadership and management are good. The outstanding lead of the headteacher sets the values and direction of the school, and these are ably supported by the deputy and senior staff. The impact of management is effective, because of the consistency of approach of staff, and because of the good example of the deputy and senior staff in modelling good practice. A recent initiative has enabled all subject leaders to observe lessons and to influence what goes on more directly. The school's own evaluation of its work is too modest in the areas of teaching, personal development and care, guidance and support. Current priorities from self-review are not given sufficient prominence in the school development plan. Governors are supportive and ask searching questions. Many do not see out a full term of office because of work commitments, and the fact that their children are in school for only three years. The school has moved

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Grade: 2

on well since its last inspection. Parents are very supportive of all the school does for their children. One said, 'Everyone at Oatlands has their foot on the pedal and is determined to go forward.' In view of their successful track record, this determination on the part of senior staff not to become complacent, but to press on to new heights, means that the school's capacity to improve is outstanding. 5 Inspection Report: Oatlands School, 26 September 2006 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Oatlands School, 26 September 2006

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 1 The quality and standards in the Foundation Stage 2 The effectiveness of the school's self-evaluation 1 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

2 How well do learners achieve? 2 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The behaviour of learners 1 The attendance of learners 1 How well learners enjoy their education 1 The extent to which learners adopt safe practices 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

1 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 Inspection Report: Oatlands School, 26 September 2006

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 Inspection Report: Oatlands School, 26 September 2006

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Text from letter to pupils explaining the findings of the inspection

I enjoyed visiting your school and was sorry I couldn't stay longer. Thank you for making me so welcome. Yours is a good school and some things about it are fantastic. Your behaviour is excellent and you are really keen to learn. You care for one another very well. Your teachers make the lessons interesting and fun. I think the children in the reception classes get off to a flying start and settle in very quickly, because they are so well looked after and taught. You make good progress in your work and reach high standards. There is a lovely family atmosphere in the school, and the care you receive from all the staff is outstanding. The school grounds are very attractive, with plenty for you to do and see. The headteacher makes a real difference to how the school is run, and she is well supported by everybody. She expects a lot, but you rise to the challenge very well! I believe that those of you who find writing easy could do even better with a bit of a push. So

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Text from letter to pupils explaining the findings of the inspection

I have suggested that the teachers might like to think of ways of doing this. Perhaps you could tell them what you enjoy about writing and the kinds of things you like to write about. Thank you once again for looking after me so well. Yours sincerely Mr N Butt Lead Inspector 9 Inspection Report: Oatlands School, 26 September 2006

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