Pupils enjoy their learning and work hard at Oakfield. They are proud of their school and strive to do well. Teachers plan interesting lessons and encourage pupils to do their best. They help pupils remember what they are learning. Pupils are inquisitive and show curiosity in their topics and enjoy discussing them. For example, Year 6 pupils talked thoughtfully about how slavery has changed over time. Leaders have high expectations of all pupils. They ensure that pupils are well prepared academically, emotionally and socially by the time they leave the school. Pupils are polite and well mannered. They hold doors open for visitors and tidy up after themselves. Pupils value the chance to take on additional responsibilities as a sports leader or school librarian. They understand the importance of helping others. Pupils feel safe at school and their parents and carers agree. Pupils talk about their trusted adult or guardian who they can turn to if they are worried about anything. Pupils understand the school rule about respect. They get on well together. Pupils say that if anyone falls out or bullying occurs, adults sort it out quickly. They told inspectors that ‘kindness is the greatest gift you can give someone.’ What does the school do well and what does it need to do better? The new leadership team wasted no time in reviewing the quality of education across the school. Its members worked with staff to develop an effective curriculum for all pupils. Leaders make sure that the curriculum plans set out the essential knowledge and skills that pupils will learn. Each theme is now taught for a longer period of time. This ensures that all pupils, including those with special educational needs and/or disabilities (SEND), acquire the key knowledge they need to be successful. Subject leaders make clear how each subject should be taught. In mathematics, every lesson starts with a number activity to improve fluency and recall. For example, in Year 1, pupils count forwards and backwards in tens. Pupils complete ‘do it now’ tasks to use what they know and can do. This helps pupils rise confidently to the challenge of new learning. Most teachers think carefully about how they will help pupils learn new things. Highly effective support enables some pupils with SEND to access their learning successfully. However, this is not yet the case for all pupils with additional needs. Leaders are determined that all pupils learn to read as soon as they can. They ensure that staff who teach early reading are well trained. Leaders quickly provide support to any pupil struggling with their reading. Staff check that the reading books pupils take home match the sounds that they know. Daily focused reading sessions ensure that older pupils develop their comprehension skills, extend their vocabulary and learn to read with expression and confidence. Staff skilfully bring books alive and pupils say that they love to read. Leaders make sure that children get a good start to school. Staff in the early years help children to feel safe and quickly develop confidence. Children delight in talking together and sharing what they are doing. For example, some children described the trap they were making to stop the princesses’ magic crown being stolen. Adults model and encourage talking at every opportunity. The school is calm and learning-focused. Pupils behave well in and out of lessons. They know what is expected of them. All staff, including those new to the school, implement the revised behaviour policy consistently. Prior to the pandemic, the school offered a wide range of rich experiences to broaden pupils’ horizons and raise aspirations. Pupils and parents valued these. Plans are in place to introduce clubs and activities, such as a sleepover at the National Space Centre and a science club, once again. There have been significant changes in leadership in the last two years. This, coupled with the limited access to staff due to social distancing in the COVID-19 (coronavirus) pandemic, has left many parents with mixed feelings about the school. A large number of parents have concerns about communication from school. Some who spoke to inspectors, however, were positive about the changes leaders are making to improve the school and the quality of education their children receive. Leaders know that there is work to do to improve home-school relationships. Staff are very positive about the school. They are confident that their workload and wellbeing matter to leaders. Staff share the high ambition of leaders for the school to be the best it can be.