Oakwood School

Overview

The report describes a school where leaders have prioritised inclusion and attendance, resulting in improved support for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). However, the quality of provision is variable due to inconsistencies in teaching and behaviour management, meaning many pupils do not achieve as well as they should. Leaders’ evaluation of the school’s strengths is deemed “too positive,” leading to expectations for behaviour and achievement that are “not high enough.”

Strengths

• Inclusion is an “Expected standard,” with most disadvantaged pupils and those with SEND feeling “well supported” in a “nurturing environment.”
• Safeguarding standards are met, with an “open culture” where concerns are “actively identified, acted upon and managed.”
• Governors have a “detailed understanding” of the school’s work and effectively hold leaders to account.
• Early career teachers feel “well supported” and have “meaningful opportunities to develop their expertise.”
• The curriculum is “broad and well planned,” and teachers have “secure knowledge” of their subjects.

Areas to improve

• Leaders must ensure “highly effective teaching is embedded across the school” so all groups, including disadvantaged and high prior attaining pupils, learn well.
• Staff must apply agreed behaviour expectations “consistently” and raise expectations for pupil conduct, particularly during social times.
• Leaders should strengthen their attendance strategy to ensure all pupils, particularly those with SEND, attend well.

Safeguarding

The safeguarding standards are met, meaning leaders have established an open culture where safeguarding is everyone's responsibility and pupils are made safer and feel safe.