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Oakwood Infant School

Self-Evaluation and School Improvement Priorities 2019-22

Each year our leadership team and Governing Body evaluate the strengths of our schools and identify opportunities for improvement against the following areas:

  • The quality of education
  • Behaviour and attitudes to learning
  • Personal development
  • Leadership and management
  • Early years provision

We carry out this evaluation using our assessment data, looking at children’s work, observing teaching and learning and talking to pupils, staff and parents.  This helps us to build an accurate and robust picture of how well our schools are achieving our strategic aims and ensure all of our children receive the best education possible.

Quality of Education

Children at Oakwood Infant School receive an excellent quality of education.

The school uses Mantle of the Expert which is an inquiry-based approach to learning that allows opportunities for debate, collaboration and a purpose for learning.  Pupils work as expert teams to solve problems, acquire new knowledge and apply learning in a rich and engaging thematic approach.

Curriculum subjects are planned across the Key Stages to allow a breadth and depth of learning.  There is a clear hierarchy to learning and teachers know how to support pupils who find learning difficult and provide stretch and challenge for higher attaining pupils.  At Oakwood, teachers and subject leaders understand curriculum content and the progression in learning towards end points.  There is a strong focus on improving the security of mental models to allow transfer of knowledge to long term memory.  This is supported through precise interventions when needed that are planned by teachers and delivered by expert teaching and learning support assistants. 

Our teachers have an excellent understanding of summative and formative assessment and use this to plan and teach for all groups of pupils with evidence of flexible and responsive teaching within lessons and over time.  Feedback is a strength of the school and pupils are encouraged to reflect on their own and other pupil’s work.

At Oakwood, teachers are research-driven and continually strive to improve their own and other’s practice.  This leads to a culture of high expectations for all pupils, and teachers expect to be held to account for the quality of education and outcomes for pupils in their class.   This high quality of education is embedded within the culture of the school and has been sustained over time.  This has ensured that outcomes for pupils in EYFS are excellent with evidence of rapid and sustained progress each year.  Outcomes for pupils in KS1 are consistently above National with evidence of sustained and accelerated progress from Early Years. 

Areas for Development

Establish a global curriculum for inquiry that is driven by values and attitudes as well as knowledge, skills and understanding. 

This will allow the children to understand the local, national and global community that they live in and be part of real life projects that are relevant to their own and other’s lives.  Pupils will have the knowledge, skills and understanding that they need in order to take advantage of opportunities, responsibilities and experiences in their current and later lives.

Continue to develop teacher foundation subject knowledge to ensure all teachers understand how knowledge and skills connect across units, years, and Key Stages. 

This will ensure all pupils understand how learning connects and have secure foundations for learning as they move through the Key Stages. 

Improve teacher and pupil understanding of the attributes and learning behaviours of being a curriculum specialist.  

Pupils will understand how subject specialists think, behave and learn.  They will know how to learn and investigate as a scientist and understand how this may be similar or different to learning as a historian or artist.

Continue to use a hierarchy of learning to plan, teach and assess curriculum content. 

This will improve curriculum subject design, delivery and assessment and ensure this is rooted in expert subject knowledge.  It will enable pupils to achieve mastery and deepen learning across the curriculum and key stages.

Enhance the use of assessment to accurately assess secure understanding and transfer of knowledge to long term memory. 

This will ensure teacher’s accurately assess both understanding and retention of knowledge and use this to inform planning and diagnose intervention.

Sustain high outcomes in the EYFS and Key Stage 1 and challenge potential underperformance each year through trend analysis, across Key Stage liaison and diagnostic assessment. 

This will allow pupils, and pupil groups, to be precisely identified as at risk of underachievement with early and sustained intervention removing potential barriers to learning.

Continue to improve outcomes for disadvantaged pupils through a holistic diagnostic of need and intervention. 

This will allow teachers to carefully consider the profile of each pupil and understand internal and external barriers to achievement.

Behaviour and Attitudes

Behaviour and attitudes to learning is excellent.

The school has a diverse community and is highly effective at promoting positive behaviour for all pupils.  This is achieved through a robust behaviour policy that is linked to latest research and recommended best practice. 

Staff at Oakwood are highly trained and demonstrate an expert understanding of the communicative function of behaviour.  The school uses emotion coaching and restorative practice to support behaviours at school and a system of stepped consequences to reinforce high expectations and the school social norms.  Pupils with complex additional needs are well supported by adults and the school is proactive in engaging in outside agency support.

Any evidence or suggestion of bullying, harassment or discrimination is responded to swiftly and the school uses assemblies, councils and the curriculum to promote equality, acceptance and positive relationships within our community. 

Attendance at Oakwood is excellent and staff are proactive at engaging with parents and outside agencies to offer support when needed.  The school is not afraid to challenge poor attendance or lateness and will proceed to legal intervention if required.

Areas for Development

Continue to embed research and professional development to ensure all teachers including those new to the school consistently apply the behaviour policy. 

This will ensure the ethos and culture of the school is maintained and pupils continue to demonstrate excellent behaviour and attitudes to learning.

Personal Development

At Oakwood Infant School pupils treat each other with respect and understanding and feel safe and happy at school.

They have a strong understanding of our school values and demonstrate these in their thoughts and actions.   Pupil voice is valued and respected and the school has an active school council which allows debate, discussion and shared agreements between pupils. This builds the collaborative culture of the school and strengthens our school into a community that values each other. 

Our pupils actively contribute to the local community and our school choir regularly performs at our elderly residents’ community centre and local events. Our Evergreen Café further strengthens our links with our community and our pupils enjoy talking to our elderly guests, playing games and singing alongside them.

The school champions physical and mental health and well-being for pupils, staff and parents and a high emphasis is placed on promoting and developing healthy and supportive relationships.

We have strong links with our pre-schools and our federated junior school, Greenfields.  This allows transition between school phases to be carefully planned and enables our pupils to have the confidence and resilience that they need to be successful in the next stage of their education.

Oakwood is part of a diverse community that includes pupils with Special Educational Needs, our local Gypsy Roma Traveller community and families from other ethnic minority groups.  The school understands, respects and celebrates diversity and is proactive in supporting families who may feel marginalised or disadvantaged.

Areas for Development

Improve opportunities to contribute to society at a local and global level.

This will ensure our children are responsible, respectful citizens who are actively involved in their school, local and global community.

Continue to develop pupils’ knowledge on how to keep themselves mentally as well as physically healthy.

This will ensure pupils understand how to support and protect their own mental health leading to emotional resilience and well-being.

Develop pupils’ age-appropriate understanding of healthy relationships. 

This will help pupils to recognise the features of healthy relationships and give them the skills that they need now and in the future.

Leadership and Management

Leadership and management is a core strength of the school.

The Executive Headteacher has been part of the school for many years and has an in-depth understanding of the school and the local community it serves.  The Federation with Greenfields Junior School has enabled the Executive Headteacher and Governing Body to define a long term vision and strategy across the schools and this has strengthened the capacity to secure the best possible outcomes for pupils in the short and long term.

The Head of School at Oakwood shares the same drive and ambition for the school as the Executive Headteacher  and this is instilled within the wider leadership team.  There is a clear vision and strategy to sustain and enhance the excellence that is embedded throughout the school. 

The school has a distributed leadership structure with experienced and skilled Key Stage Leaders.  The leadership team are robust in their evaluation of the quality of education and are rigorous in their ability to hold others to account, challenge under-performance and implement improvement priorities.  This is reflected in the sustained high outcomes across the school.

The school has a strong safeguarding culture, and systems and procedures to safeguard pupils are rigorous and robust.  There is a tiered support system for families, and pupils and families in need are exceptionally well supported by staff. 

Areas for Development

Enhance foundation subject leadership to improve curriculum intent, implementation and impact.

This will ensure the successful implementation of a global, connected curriculum. 

Improve parent and pupil understanding of safeguarding including e-safety. 

This will allow a safeguarding community that values and respects the rights of the child.

Early Years

Early Years provision is a strength of the Federation.

Pupils’ personal, social and emotional development is a priority and pupils thrive within a stimulating and supportive environment. Expectations for achievement are high for all pupils with evidence of pupils making excellent progress from their relative starting points.  The curriculum is carefully planned to meet the needs and interests of the pupils and is responsive to the needs of each cohort. The content of the EYFS curriculum is taught in a logical progression, systematically and in a way that is explained effectively, so that it gives children the necessary foundations for Key Stage 1.  The Early Years leader responds swiftly to identified areas for development, and strategic intervention rapidly leads to change and positive impact.

Areas for Development

Sustain and enhance the high quality of provision in Early Years to ensure pupil groups vulnerable to underachievement achieve highly.  This will ensure all pupils show exceptional characteristics of effective learning and succeed highly in Prime and Specific Areas of learning.

Enhance collaboration with pre-school providers to ensure pupils are ‘school ready’ in the Prime Areas of learning. 

This will ensure pupils are not disadvantaged on entry through:

  • term of birth
  • cultural and ethnic background
  • gender
  • Special Educational Needs and/or Disability

Noticeboard

Reporting Your Child's Absence 

All parents are required to inform their child's school if they are absent, this includes absence from remote learning.

If your child is unwell or self-isolating, please call the School Office Absence Line giving your child's name, class and state one of the following reasons for absence:

Reason 1:  Your child has suspected Coronavirus [this means they have symptoms]

Sample Message: "Mary Smith Ash Class Reason 1 - Test booked for today @ 10.30 am"

Reason 2: Your child has a confirmed positive test for Coronavirus

Sample Message: "Mary Smith Ash Class Reason 2 - Positive Case confirmed today @ 11.00 am"

Reason 4: Other illness or reason for absence [please give reason]

Sample Message: "Mary Smith Ash Class Reason 4 - upset tummy"