Oakfield Church of England Aided Primary School, Ryde

Strengths

• Safeguarding standards are met, with an open and positive culture of safeguarding.
• Pupils are happy, feel safe, behave well, and have respectful relationships.
• Leaders have robust attendance monitoring and early intervention systems.
• Behaviour systems are effective, disruption is rare, and suspensions have been significantly reduced.
• A broad, well-sequenced curriculum is in place across all subjects.
• The curriculum is well adapted for pupils with SEND and disadvantaged pupils.
• Phonics is taught well, and pupils develop a love of reading.
• Early years provision is well considered, engaging, and prepares children well for the next stage.
• Leaders identify SEND needs effectively and use individualised strategies to reduce barriers.
• Leaders use additional funding well to support disadvantaged pupils.
• Staff benefit from effective professional development, and leaders prioritise workload and wellbeing.
• Governors are passionate, hold leaders to account, and fulfil statutory duties effectively.
• Parents and carers are positive and feel well informed.
• Personal development is well sequenced, including online safety, relationships, health, British values, and protected characteristics.
• Pupils can access a wide range of wider opportunities, trips, and careers events, with barriers removed.

Areas for Improvement

• Achievement is graded needs attention because pupils do not achieve as well as they could over time.
• National test outcomes in reading, writing, mathematics, and combined measures are below national averages over three years.
• Writing, particularly handwriting, is not well developed, so written work is not consistently high quality.
• Some lessons do not use checks on learning well, so gaps in pupils' knowledge and misconceptions are not always identified.
• Disadvantaged pupils' outcomes remain below national averages, with large disadvantage gaps over time.
• Overall and persistent absence are above national averages, so the attendance strategy needs further embedding.
• Recent improvements in the teaching of writing need to be embedded so gaps in key knowledge close quickly.

• Primary Schools
• Secondary Schools