Oak Tree Primary School
Executive Summary
Oak Tree Primary School has received an Acceptable overall rating for the 2023-2024 academic year. The school is recognized for its safe, supportive, and caring atmosphere, which effectively welcomes students of all abilities. Significant improvements have been noted in the Foundation Stage provision, positively impacting children's learning skills, and there have been positive developments in middle leadership.
Students' achievement is stronger in upper Primary and the Foundation Stage, particularly in core subjects, with progress in English and mathematics now rated as Good in FS. While students are generally responsible and courteous, low-level disruptive behavior in some lessons and punctuality issues remain areas for development. The curriculum in the Foundation Stage has improved, especially in science and phonics, and cross-curricular links are becoming more evident.
The quality of teaching has seen some improvement in the Foundation Stage, leading to better learning outcomes. However, teaching effectiveness varies, particularly in lower Primary. Leadership has appointed middle leaders, which has positively impacted FS, and resources have been allocated to enhance science provision and the library. Areas for continued focus include strengthening partnerships with parents, clarifying the role of the governing board, and improving self-evaluation and planning processes.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Oak Tree Primary School Overall Rating
Acceptable for 3+ consecutive years
Dubai Focus Areas
These three pillars represent the Dubai education authority's priorities: ensuring inclusive practices, prioritizing student wellbeing, and meeting UAE National Agenda targets.
The school demonstrates an inclusive ethos with a strengthened inclusion team and revised approaches to supporting students of determination. Identification systems are appropriate, and teachers work with parents to create suitable learning plans. However, there is variation in the quality of these plans and their impact, and the quality of in-class support for students of determination is inconsistent. inclusion teamindividual education plansstudents of determination
The school has an acceptable quality of wellbeing provision, supported by a comprehensive policy for students, staff, and families. While informal assessment methods are used, there is a need for more robust evidence gathering on individual and group wellbeing. Staff and governors are aware of the wellbeing vision, and stakeholders feel confident in raising concerns, which are addressed through satisfactory supportive interventions. wellbeing policyextra-curricular programmeonline safety
Overall school standards in the National Agenda Parameter are acceptable. The school has shown strong improvements in NAP data, attributed to parental involvement, though data analysis has had errors. Reading literacy skills are below chronological age in some year groups, and while interventions are in place, their impact is not yet evident. Leadership needs to develop a more focused action plan for improving reading literacy and Emirati student performance. National Agenda Parameterreading literacyEmirati cohortPIRLS
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Safe & Caring Atmosphere
The school provides a safe, supportive, and caring environment that welcomes students of all abilities.
Improved FS Provision
Provision in the Foundation Stage has improved, leading to a positive impact on children's learning skills.
Middle Leadership Growth
Improvements have been noted in middle leadership, contributing to enhanced school operations.
Academic Performance Breakdown
Students’ achievement is stronger in core subjects in upper Primary and the Foundation Stage than in lower Primary. Learning skills have improved in FS, as has progress in English and mathematics, which is now good in FS.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Since the previous inspection, the school has appointed middle leaders to support its work, which has had a positive effect in the Foundation Stage. Resources have been made available to recruit staff and enhance provision in science and the library. However, self-evaluation systems and planning for improvement are inadequate, and the role of the governing board is unclear, indicating a need for more robust support and strategic focus.
Inspection Findings
Students' Outcomes
Students' achievement is stronger in upper Primary and the Foundation Stage, particularly in core subjects. Progress in English and mathematics in FS is good. However, attainment in Arabic as a first language in Primary remains weak, and learning skills are variable across phases.
Personal Development
Students are generally responsible, self-reliant, courteous, and considerate, with positive attitudes towards school. They show a clear understanding of Islamic values and Emirati culture. However, there are too many incidents of low-level disruptive behavior in some lessons, and punctuality is an issue for many students.
Teaching Quality
The quality of teaching for effective learning has improved in the Foundation Stage, but is less effective in lower Primary. Teachers demonstrate secure subject knowledge, but class management skills are variable. Assessment systems are in place, but external data is not rigorously analyzed, and the use of data to inform teaching is underdeveloped.
Protection & Care
Students are safe and cared for, with comprehensive child protection procedures known to all staff. Relationships are courteous, and teachers routinely ensure student wellbeing. While students of determination are identified, not all are yet effectively supported or challenged, and punctuality to school remains an area for improvement.
Areas for Development
- •Ensure that governors provide robust support for the principal and other school leaders so that they manage safeguarding, behaviour, attendance and punctuality, and access to the school site more effectively, and have a sharper focus on raising achievement.
- •Improve the quality and effectiveness of leadership at all levels and ensure that teachers, especially those in Key Stage 1, make better use of assessment information to provide differentiated learning activities which meet the needs of all students.
- •Ensure that analyses of assessment data produce accurate measures of attainment and progress, which can be used to adapt the curriculum and raise achievement, and that self-evaluation is informed by reliable information from a wide range of sources and so forms a secure base for improvement planning.
- •Urgently review the KS1 curriculum to improve students’ academic development, embed cross-curricular links and provide more opportunities for innovation.
- •Modify the curriculum in Arabic, as an additional language, so that it is based on the number of years of students have been studying it.
- •Review the amount of actual teaching time in the FS curriculum to ensure effective enrichment.