Oldfield Primary School

Oldfield Primary School is a larger-than-average primary in Greenford with a high proportion of pupils eligible for free school meals. This full section 5 inspection found safeguarding standards met and the school meeting expectations in attendance and behaviour, early years, inclusion, and personal development and wellbeing. Pupils feel safe, behave well and benefit from calm, purposeful classrooms; early years provision and support for pupils with SEND are particular strengths. Attendance has improved quickly and is now broadly in line with national figures, though it remains a focus because of historically high absence and persistent absence. The main concerns are in achievement, curriculum and teaching, and leadership and governance. Pupils do not achieve as well as they should, with phonics in Year 1 and the Year 4 multiplication check below national expectations, and important knowledge in speaking, writing and number facts not consistently embedded. Teaching is inconsistent, assessment is not used sharply enough to address misconceptions, and gaps in pupils' knowledge limit readiness for more complex learning. Recent staffing changes have slowed curriculum implementation, with many staff new to the school or new to teaching. Leaders and governors know the priorities and are working with the local authority and another local school to strengthen subject leadership and training, but their monitoring is not yet systematic or strategic enough to drive rapid improvement. Overall, this is a school with strong care, behaviour and inclusion that is on an improvement journey but needs to stabilise staffing and secure consistent, effective curriculum delivery so all pupils achieve well.

Strengths

• Safeguarding standards are met, with an open culture where pupils feel safe.
• Pupils are polite, respectful and well mannered, and classrooms are calm and orderly.
• Attendance is improving quickly and is now in line with national figures, with persistent absence reducing.
• Early years provides a positive start, with strong relationships, embedded phonics and clear routines.
• Pupils with SEND are accurately identified and receive tailored support that removes barriers to learning.
• Additional funding, including pupil premium, is used effectively and aligned to school priorities.
• Personal development is well designed, including PSHE, online safety, healthy lifestyles and British values.
• A wide range of clubs, visits and pastoral support is available and tracked so all pupils can access it.
• Governors understand their statutory duties and provide appropriate support and challenge.
• Staff are positive about workload, wellbeing and recent training.
• Pupils are safe, bullying is uncommon and concerns are dealt with promptly.

Areas for Improvement

• Pupils do not achieve as well as they should and are not consistently well prepared for the next stages of learning.
• Some published outcomes, including Year 1 phonics and the Year 4 multiplication check, are below national.
• Important knowledge in speaking, writing and number facts is not consistently embedded.
• Teaching is inconsistent, with insufficient opportunity in some classes for pupils to develop key skills.
• Gaps in pupils' knowledge across subjects mean they have not secured what they need for more complex learning.
• Pupils' work does not consistently demonstrate secure understanding.
• Curriculum implementation has been slowed by significant staffing changes and many staff new to the school or teaching.
• There are inconsistencies in teachers' subject knowledge, use of assessment to identify misconceptions, and use of resources.
• Staff need further guidance and professional learning to implement the full curriculum consistently and precisely.
• Recent staffing changes have significantly impacted leaders' and governors' ability to move forward at pace.
• Leaders' monitoring information is not analysed systematically or used strategically enough to bring about rapid improvement.
• Attendance, while improving, has historically been below national and persistent absence remains a focus.
• Leaders should strengthen oversight of curriculum implementation and pupils' achievement.
• Assessment is not used effectively enough to identify and address gaps and misconceptions.
• Attendance work needs to be maintained and built upon, with swift intervention for parents and carers where needed.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Oldfield Primary School attended 91.7% of sessions (the national figure for primary schools was 94.8%). 25.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.3% of pupils at Oldfield Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Oldfield Primary School had 20.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 19.7% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 10.7% of pupils at Oldfield Primary School were on SEN support (nationally 15.4%) and 3.9% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Oldfield Primary School received £9,041 and spent £9,007 for each of its 299 pupils. It ended the year with reserves of £153,000 (£514 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Oldfield Primary School's Ofsted rating?

The latest Ofsted rating for Oldfield Primary School is Needs attention, from an inspection in June 2026.

When was Oldfield Primary School last inspected by Ofsted?

Oldfield Primary School was last inspected in June 2026.

How many pupils does Oldfield Primary School have?

Oldfield Primary School has 308 pupils on roll.

What age range does Oldfield Primary School cover?

Oldfield Primary School for pupils aged 3 to 11.

What are Oldfield Primary School's SATs (KS2) results?

In 2025, 62% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Oldfield Primary School?

Oldfield Primary School is at Oldfield Lane North, Greenford, Middlesex, UB6 8PR.