|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||01 November 2018|
|Address||Duck Lane, Bournemouth, Dorset, BH11 9JJ|
|Number of Pupils||464 (50% boys 50% girls)|
|Number of Pupils per Teacher||12.3|
|Academy Sponsor||Ambitions Academies Trust|
|Local Authority||Bournemouth, Christchurch and Poole|
|Percentage Free School Meals||28.5%|
|Percentage English is Not First Language||6.5%|
|Pupils with SEN Support||26.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oak Academy joined the Ambitions Academies Trust in September 2017. Prior to this, it was part of the Learning and Achievement Federation Trust, along with a partner primary school and a studio school. The school is now overseen by a director of outcomes within the multi-academy trust and a principal, who was appointed in June 2016. Oak Academy is a smaller than average-sized secondary school. The sixth-form provision is due to close at the end of the academic year. The majority of pupils are from a White British background and the proportion of pupils who speak English as an additional language is in line with the national average. The number of pupils with SEND is below the national average. The number of pupils eligible for free school meals is well above the national average. The school did not meet the government’s floor standards in 2017, which are the minimum expectations for pupils’ attainment and progress by the end of Year 11. A small number of pupils use provision at Bournemouth and Poole College.
Summary of key findings for parents and pupils
This is a school that requires improvement Over recent years, the attainment and progress of pupils by the end of Year 11 and Year 13 have been well below the national average. The progress of current pupils is improving and illustrates the positive changes that have been made since the school became part of the Ambitions Academies Trust in 2017. The curriculum has not been sufficiently broad and balanced. Leaders have now made substantial changes to the range of subjects that pupils study. The progress of disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) has been weak. Although the quality of teaching is improving, it is not yet consistently good, including in the sixth form. This is because teachers do not always plan lessons that provide sufficient challenge for the most able pupils or provide support for those pupils who need it. Senior leaders have improved the rate of attendance. However, rates of absence remain too high, particularly for disadvantaged pupils and those pupils with SEND. Rates of exclusion are higher than the national average. A legacy of low expectations has meant that a minority of pupils still find increased expectations difficult to manage. There has been a complete overhaul of middle leadership over the last two years. Subject leaders now have the collective capacity to support senior leaders to accelerate the improvements needed. Pupils are compliant but often lack confidence in their ability. There are remnants of low aspiration and therefore pupils are not always resilient when they find things difficult. The school has the following strengths This is an improving school. The trust has provided significant support and a sense of moral purpose. The director of outcomes and principal provide stability and a clear sense of direction about how improvements will be achieved. Leaders are committed to the personal development of pupils and to ensuring that they receive quality advice and guidance about their next steps.