Oakfield Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
719
AGES
2 - 11
GENDER
Mixed
TYPE
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SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
03000 41 21 21

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(05/10/2021)
Full Report - All Reports
68%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Oakfield Lane
Dartford
DA1 2SW
01322220831

School Description

Pupils feel safe and happy at Oakfield Primary Academy. A strong sense of community fills this inclusive school. Pupils’ behaviour is good. Pupils play well together at social times and concentrate during lessons. Pupils told us how important the school’s values and rules are to keep them safe and prepare them for the future. Pupils know that their well-being is at the heart of what the school stands for. Staff have high expectations of pupils and expect them to work hard. Pupils respond well to the challenge. Pupils are keen to learn. They are developing as confident and curious learners. Reading and mathematics are planned and taught well. Pupils have the opportunity to develop new skills as they learn about other subjects. These include teamwork, staying positive, listening, creativity and leadership. Adults are strong role models in these areas. However, some gaps in pupils’ knowledge remain in some other subjects, such as history. Leaders know this and are working to fill these. Parents and carers are overwhelmingly positive about the school and the support they have received during the COVID-19 pandemic. A comment from one parent sums up the views of many: ‘The teachers have maintained high standards of teaching and stimulating our children over the various lockdowns. It has been hard for everyone and as we come out of the pandemic I can see that the school team are doing all they can for the well-being of our children.’ What does the school do well and what does it need to do better? Over the past three years, the school has improved significantly. All staff are passionate about providing the best education. Staff are proud to work here and pupils love to learn here. One staff member commented, ‘There is a real team feeling – we are ‘team purple’. Other staff echo this. Leaders and staff have worked incredibly hard to improve the school since the previous inspection. The initial focus on developing English, mathematics and phonics has paid off. Staff are well trained in these subjects. They know the right questions to ask pupils to check what they know and remember. If pupils need additional help, this is given quickly to ensure that they do not fall behind. The order in which lessons are taught develops in a sensible way. This helps pupils to build new ideas in a logical order. Teachers ensure that pupils have time to practise what they have learned. The curriculum covers every subject it should. However, in some subjects, the curriculum is not sequenced well enough. Pupils do not cover the depth of knowledge they should in every subject. The headteacher and her team are already making the right changes to improve the curriculum. Nonetheless, they are further forward in some subjects than others. Leaders are putting plans in place to ensure that the whole curriculum progresses systematically from Nursery to Year 6. Inspection report: Oakfield Primary Academy 5 and 6 October 2021 2 Subject leaders have the expertise to lead their subjects effectively. Some curriculum plans do not set out all that pupils should learn and remember over time. Leaders have not always identified when teaching has missed important steps within sequences of work, so some pupils still have gaps in their knowledge. Children learn to read as soon as they are ready. Phonics teaching starts in Nursery and prepares children well for starting Reception. Teachers follow a well-planned sequence of lessons that allows pupils to learn new sounds quickly and securely. The learning environment is designed to immerse children in language. Activities help children practise the skills of early reading. This teaching continued during school closure due to COVID-19. Teachers worked well to engage parents in their child’s learning. Any child falling behind in phonics gets extra help, including one-to-one daily support. Most children in Reception and pupils in Year 1 are reading at the standard expected for their age. Staff read to all pupils regularly. They introduce pupils to both classic stories and books they have not come across before. This helps promote a love of reading and helps to widen pupils’ vocabulary. Pupils speak with enthusiasm about the books they enjoy reading, especially the 100 books the school has recommended. One child said, ‘I have read two of the new “Galaxy 100” books, so I will read them all before I go to secondary school.’ Teachers know their pupils well. Staff set high expectations and develop pupils’ resilience. If pupils find something hard, they are given additional help if they need it. This includes pupils with special educational needs and/or disabilities (SEND). Teachers support pupils with SEND to be successful, including those from the resource-based provision. Pupils are given carefully considered resources to allow them to work alongside their peers. Lessons are adapted to ensure that these pupils achieve well. The special educational needs coordinator (SENCo) knows the pupils well. Checks are made to ensure that work is closely matched to what pupils can do. Leaders have a relentless focus on developing children’s language. In early years, classrooms are a hive of activity. Children are immersed in language. Teachers model speaking in full sentences. This is also seen in mathematics across the school. Pupils talk confidently with one another and answer questions using full sentences to justify their answers. Curriculum plans show how the school is making useful links with its local community. Although some links have been paused due to COVID-19, the school is working hard to restart activities and continue to promote equality and diversity. For example, a local athlete who had not achieved his Olympic ambition visited pupils in Years 5 and 6 recently to talk about overcoming adversity and discrimination. Pupils feel that they will leave school remembering motivational teachers and visitors, that diversity is celebrated, and that they have been treated as individuals: ‘It’s OK to be me!’ The trust board and local governors have a firm grasp of the school’s strengths and weaknesses. They hold leaders to account for what pupils achieve in English and Inspection report: Oakfield Primary Academy 5 and 6 October 2021 3 mathematics. Their work to hold leaders to account for ensuring that pupils gain the depth of knowledge they should in every subject is in its infancy.

Oakfield Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>28, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>31, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 07-10-2021
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>66, "strongly_agree"=>2, "agree"=>13, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>15} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>43, "disagree"=>11, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 61 responses up to 07-10-2021
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>23, "strongly_agree"=>36, "agree"=>33, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>29, "disagree"=>29, "strongly_disagree"=>14, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>38, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>11} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>38, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>51, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>41, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>36, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>10} UNLOCK Figures based on 61 responses up to 07-10-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>41, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 61 responses up to 07-10-2021
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 61 responses up to 07-10-2021

Responses taken from Ofsted Parent View

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