Oakley Church of England Combined School
Catchment Area, Reviews and Key Information

Primary
PUPILS
96
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
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
01296 395000 / 0845 3708090

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
(25/06/2019)
Full Report - All Reports
56%
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)
Worminghall Road
Oakley
Aylesbury
HP18 9QY
01844238364

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as substantive headteacher in January 2019, you have brought much-needed stability to the school community. Working closely with governors, the local authority and the Diocese of Oxford, you have galvanised the community so that all are now signed up to your vision of pupils achieving their potential. You rightly recognise that some pupils could make better progress in their learning. This is particularly the case for the most able pupils in mathematics. Your work to tackle this, supported by dedicated teachers and support staff, is bringing about improvements. Leaders work hard to engage with parents, carers and the wider community, reflecting the school’s strong Christian ethos. Parents rate the school very highly, particularly giving prominence to the high standards of care the school has for pupils. Pupils feel proud to be part of the school and their community. When asked about what they like about school, one pupil commented, ‘It’s a nice place to come and learn; it’s an important part of my life.’ Pupils behave well in lessons, work hard and do their best. You have created an environment where pupils feel secure, accepted and valued. As a result, pupils trust the adults that look after them and show high levels of care for one another, reflecting the school values of love, honesty and respect. Pupils enjoy the opportunities they are given to take responsibility in school, such as school councillors or as part of the eco team. Year 6 pupils particularly like taking care of their ‘buddies’ in the Reception class. One Year 6 pupil commented, ‘We try to be good role models, and look after them if they are worried or upset.’ Pupils like the work they do in lessons and the different levels of challenge in some of their activities. They have good attitudes to their learning and understand that if they do not behave, it not only effects their learning, but that of their friends. They enjoy the topics they study and particularly like visits that help them understand their learning better. For example, the Class 3 pupils visited the National History Museum to help deepen their learning of dinosaurs. Attainment in reading, writing and mathematics was broadly in line with national figures in 2018. Progress for the last three years has been average. The most recent assessment information, externally moderated and confirmed by the work seen in pupils’ books, shows that attainment in these subjects is improving. In the previous inspection, inspectors highlighted the following strengths: the school provided a good standard of education; standards were improving; teaching was good; and governors were effective in carrying out their role. These strengths have been maintained and further developed. Leaders were asked to improve opportunities to monitor teaching more frequently. Teaching is now monitored regularly, with good-quality feedback that is appreciated by staff. As a result, teachers are held to account effectively for the progress pupils are making in their class. Leaders were asked to focus on pupils’ handwriting and presentation. Work seen in pupils’ books illustrates that this has been a long-term focus and that teachers’ expectations have significantly improved. On the whole, pupils present their work well, with legible writing. Leaders were asked to address parents’ concerns about information provided about pupils’ progress. As a result of increased opportunities for parents to talk to teachers, with two parents’ evenings, a written report and a post-report drop-in, the vast majority of parents appreciate the improvements the school has made in this area. Safeguarding is effective. Since your appointment, you have developed a very strong culture of safeguarding in the school. You have made safeguarding a priority, and with the support of the whole-school community, you share the same message: ‘safeguarding is everybody’s responsibility’. Pupils feel very safe because they trust the adults in the school to take care and look after them. ‘Everybody can find someone to listen to them,’ was a comment made by a younger pupil. All policies and procedures have been reviewed to the highest standard, including the importance of the chronology of any incidents and recording of actions taken. Records are meticulous, with actions identified and always actioned. Both are regularly monitored to ensure that procedures are as tight as they can be. Vetting procedures for the employment of new staff are robust, ensuring that pupils are well protected from any possible harm. The designated safeguarding lead works effectively with a range of outside agencies to ensure that pupils and their families get the right support to help them succeed and achieve. Pupils, parents and staff agree that the school offers pupils a high level of care, in a safe and secure environment, free from any form of discrimination. New staff and governors receive comprehensive induction training, which is supplemented by ongoing training for all staff. As a result, staff are both confident and competent to act appropriately if any child protection concern should arise. Inspection findings My first line of enquiry focused on the quality of teaching mathematics. This is because published information showed that outcomes in mathematics were not as strong as those achieved in reading and writing. Most pupils are making good progress in mathematics, as illustrated by work seen in pupils’ books across the school. Number is taught effectively throughout the school. Pupils can add, subtract, multiply and divide numbers of increasing complexity as they go through the school. There is sufficient emphasis on topics such as fractions, shape and data handling, building steadily on skills from year to year. For example, in one lesson visited, pupils were using a ruler and protractor, together with their previous knowledge, to draw accurately squares and equilateral triangles with sides of a given length. Opportunities for all pupils to use their mathematical skills of reasoning and problem-solving are improving, particularly in number. The most able pupils are provided with some opportunities to develop a deeper understanding through reasoning in number work. However, in other areas these opportunities are much less frequent. As a result, the progress these pupils make is not as good as it should be. Leaders recognise that mathematics teaching is an important area to develop for all pupils but particularly for most-able pupils if they are going to reach their potential. My second line of enquiry was to look at the provision the school was making for the most able pupils in reading and writing. This is because published information, showing the proportions of pupils gaining higher attainment in these subjects, was uneven across the key stages. Work in books from across the school illustrates that the provision for most-able pupils is improving. In reading, there are increased opportunities for most-able pupils to probe more complex texts, displaying more challenging vocabulary. As a result, their comprehension skills of deduction and inference are improving. Pupils are able to answer more complex questions on opinion and emotion rather than just compiling facts. In writing, the most able pupils are given more opportunities to develop the complexities of their sentences using a greater range of punctuation. As a result, more of these pupils are writing longer pieces of work, making better progress and achieving higher standards. My final line of enquiry was to consider how well phonics is taught in the school. This is because results in the Year 1 phonics screening check have been inconsistent year-on-year.

Oakley Church of England Combined School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>21, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>14, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>28, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>14, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>52, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>7} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>31, "disagree"=>3, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>31, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>28} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>10, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>17, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 29 responses up to 26-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>34, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 26-06-2019
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 29 responses up to 26-06-2019

Responses taken from Ofsted Parent View

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