Oakham Primary School

A Message from Lord Pickles and Lord Blunkett, followed by Oakham Primary School's best practice article

The ability to listen and learn from one another has always been vital in parliament, in business and in most aspects of daily life. But at this particular moment in time, as national and global events continue to reiterate, it is uncommonly crucial that we forge new channels of communication and reinforce existing ones. The following article from Oakham Primary School is an attempt to do just that. We would welcome your thoughts on this or any other Parliamentary Review article.

Blunkett signature Rt Hon The Lord David Blunkett, MP
Pickles signature Rt Hon The Lord Eric Pickles, MP

www.oakhamprimary.org.uk/

THE PARLIAMENTARY REVIEW
Highlighting best practice
42 | OAKHAM PRIMARY SCHOOL
Dr Philip Jones, head teacher
Inspiring a love of
learning
Oakham’s core purpose as a school is to provide a
learning-centred environment in which children can
thrive and develop intellectually, emotionally, socially
and physically. Its aim is to foster an atmosphere within the
school that prizes intellectual and academic development
as central elements to a successful and enriching school
experience. Head teacher Dr Philip Jones strives to promote
positive traits, such as cooperation and hard work, while
striving to ensure that all pupils at Oakham leave the school
with a love of learning that will inspire them for years
tocome.
Getting to where we are now has been an extensive journey of continuous
improvement and consolidation, focused on improving children’s learning
experiences by elevating standards across the board.
The journey began in earnest with the development of a clear and shared view of
learning to influence teaching and future improvements. Our definition recognises
learning as a reflective and interactive activity, allowing a learner to build upon prior
knowledge and experience to formulate new knowledge, skills and understanding.
This avoids many of the “fashionable” pseudo-scientific methods of teaching that
I have encountered during my 17 years of being a head teacher, providing a basis
for a clarity of understanding that allows teachers to create a purposeful learning
environment conducive to academic progression. Our supportive and positive ethos
is reflected through the excellent learning attitudes of our pupils and their thirst for
knowledge.
REPORT CARD
OAKHAM PRIMARY SCHOOL
»Head teacher: Dr Philip Jones
»Founded in 1939
»Based in Tividale, Sandwell,
West Midlands
»Type of school: Local authority
maintained primary school
»No. of pupils: 483
»National support school
»Ofsted: “Outstanding”,
June2013
Oakham Primary
School
43OAKHAM PRIMARY SCHOOL |
BEST PRACTICE REPRESENTATIVE 2018
The outcome of our adaptations has
culminated in children making good
progress during their time at Oakham.
While standards are not merely about
Key Stage 2 results, they remain the
measures by which we are judged.
At Oakham, children progress from
very low entry baselines to well above
national levels upon leaving. Our
2017 results place us in the top 1 per
cent for progress in maths and the
top 2 per cent for reading progress,
while we have been within the top
5 per cent for progress nationally
for many years. Within these results,
our disadvantaged children have
made equally good progress at rates
significantly above national levels. They
are situated within the top 2 per cent
for reading and the top 3 per cent for
maths nationally, emblematic of their
stark improvements that have been
fortified through effective teaching
and adept leadership.
Our local authority is the 13th most
deprived out of 326 – based on the
2015 “Indices of Deprivation”. At a time
when austerity and declining education
funding places even greater pressure
on schools, never has Leadbeater’s
notion of “living on thin air” been
more apt than in the currentclimate.
In such an environment, the
importance of high-quality teaching
is vital. Our aim is to keep things as
straightforward aspossible.
Teaching involves a clear
understanding of what children need
to learn, devising the best way of
doing this and then putting it into
practice. While the development of
knowledge and skills is important,
their application is equally as
significant as children acquire greater
understanding. Learning is active in
the sense that children are expected to
think, not merely to be rushing around
“busily”. While some consistencies
are required, good teaching must take
account of, and allow for, individuality
and creativity. It cannot be about a
“non-negotiable” formulaic approach
as it requires elements of improvisation
and compromise to achieve the best
results. Teachers concentrate on
planning and preparing next steps,
with marking kept to a minimum.
They recognise the importance of early
intervention through immediate verbal
feedback and believe that this is better
than written distance marking. In such
a scenario, assessment plays a vital
role, as the identification of “what is
currently known” allows the next steps
in learning to be made. Assessment
at Oakham is seen as a continuous
process integral to the learning cycle,
certainly one that isn’t mired in
pointless numerical data collection and
endlessly systematic tickboxes.
In sustaining the drive for our
continued improvement, we have
taken a view that a steady approach
is best, finding out what works well
Looking at things in
different ways
Reading for pleasure – a
fundamental element of
learning at Oakham
Teaching
involves a clear
understanding
of what
children need
to learn,
devising the
best way of
doing this and
then putting it
into practice
THE PARLIAMENTARY REVIEW
Highlighting best practice
44 | OAKHAM PRIMARY SCHOOL
and sticking at it, modifying along
the way to improve processes and
accommodate relevant changes. We
consult and duly reference academic
studies in generating sound and
reputable methods of teaching, which
are generally adapted and customised
throughout the course of their
integration within our syllabus. We
have learned that there are very few
“off the shelf” solutions in existence,
but there are many glib notions with
little substance.
Our School Improvement Plan (SIP)
does not suffer from a lack of longevity
or failure to finish associated with
initiative overload, but it concentrates
primarily on ensuring ideas and
developments take hold and become
embedded in practice. Therefore, the
SIP is to-the-point and is concise, not
congested, allowing responsiveness
and flexibility. Consequently, our plan
maintains our attention on what we
know works and is important – our
strategic intent – while addressing
the secondary issue of constantly
changing external demands. In this
way, we maintain a concentration
on what is important and not merely
what becomes urgent, thereby
generatingsustainability.
A key part of our improvement
is the acquisition and retention
of staff. With teacher shortages
increasingly impacting the education
sector, we have taken the view
that it is better to train staff in-
house rather than outsource and
have taken on a School Direct role,
leading the training of new teachers.
This, in addition to the persistent
enhancement of existing staff, means
that there is a positive climate of
professional development with all
staff being given the necessary time
to develop. As such, staff meetings
are focused upon pedagogy as far as
possible, with staff happy to discuss
and share ideas and thoughts or
ask questions, seeking clarification
and further knowledge around
concepts. This means as little time as
possible is wasted on straightforward
organisational or administrative issues
that can be dealt with more simply.
At Oakham, we have created a learning
culture that recognises the importance
of learner agency, where the acquisition
and application of knowledge and skills,
alongside making learning a conscious
object of attention, enables children
to do well. By keeping things simple
and maintaining a distinct focus on
what matters, with a clear approach
to teaching and learning our foremost
priority, the raising of standards will
undoubtedly follow.
A key part of
our
improvement
is the
acquisition
and retention
of staff
Absorption, engagement
and collaboration
Teaching and learning
is at the heart of
everything

www.oakhamprimary.org.uk/

This article was sponsored by Oakham Primary School. The Parliamentary Review is wholly funded by the representatives who write for it. The publication in which this article originally appeared contained the following foreword from The Rt Hon Theresa May MP.

The Rt Hon Theresa May MP's Foreword For The Parliamentary Review

By The Rt Hon Theresa May MP

This foreword from the then Prime Minister appeared in the 2018/19 Parliamentary Review.

British politics provides ample material for analysis in the pages of The Parliamentary Review. For Her Majesty’s Government, our task in the year ahead is clear: to achieve the best Brexit deal for Britain and to carry on our work to build a more prosperous and united country – one that truly works for everyone. 

The right Brexit deal will not be sufficient on its own to secure a more prosperous future for Britain. We also need to ensure that our economy is ready for what tomorrow will bring. Our Modern Industrial Strategy is our plan to do that. It means Government stepping up to secure the foundations of our productivity: providing an education system that delivers the skills our economy needs, improving school standards and transforming technical education; delivering infrastructure for growth; ensuring people have the homes they need in the places they want to live. It is all about taking action for the long-term that will pay dividends in the future.

But it also goes beyond that. Government, the private sector and academia working together as strategic partners achieve far more than we could separately. That is why we have set an ambitious goal of lifting UK public and private research and development investment to 2.4 per cent of GDP by 2027. It is why we are developing four Grand Challenges, the big drivers of social and economic change in the world today: harnessing artificial intelligence and the data revolution; leading in changes to the future of mobility; meeting the challenges of our ageing society; and driving ahead the revolution in clean growth. By focusing our efforts on making the most of these areas of enormous potential, we can develop new exports, grow new industries and create more good jobs in every part of our country.

Years of hard work and sacrifice from the British people have got our deficit down by over three quarters. We are building on this success by taking a balanced approach to public spending. We are continuing to deal with our debts, so that our economy can remain strong and we can protect people’s jobs, and at the same time we are investing in vital public services, like our NHS. We have set out plans to increase NHS funding annually by an average by 3.4 percent in real terms: that is £394 million a week more. In return, the NHS will produce a ten-year plan, led by doctors and nurses, to eliminate waste and improve patient care.

I believe that Britain can look to the future with confidence. We are leaving the EU and setting a new course for prosperity as a global trading nation. We have a Modern Industrial Strategy that is strengthening the foundations of our economy and helping us to seize the opportunities of the future. We are investing in the public services we all rely on and helping them to grow and improve. Building on our country’s great strengths – our world-class universities and researchers, our excellent services sector, our cutting edge manufacturers, our vibrant creative industries, our dedicated public servants – we can look towards a new decade that is ripe with possibility. The government I lead is doing all it can to make that brighter future a reality for everyone in our country. 

British politics provides ample material for analysis in the pages of The Parliamentary Review 
The Rt Hon Theresa May MP
Prime Minister