Oak House School

Name Oak House School
Ofsted Inspection Rating Good
Inspection Date 26 March 2019
Address 61 South Park Drive, Iilford, Essex, IG3 9AB
Phone Number 02085999675
Type Independent (special)
Age Range 10-17
Religious Character None
Gender Mixed
Number of Pupils Unknown
Local Authority Redbridge
Catchment Area Information Available No, we only have catchment area data for schools in England
Last Distance Offered Information Available No

Information about this school

Oak House School is an independent special school located in Redbridge local authority. It caters for pupils with special educational needs and/or disabilities (SEND), primarily related to emotional, social and mental health difficulties. The school is registered to admit up to five pupils. The school’s last full inspection took place in October 2017, where it was judged to be inadequate. In February 2018, the school submitted an action plan. The plan was evaluated as acceptable. Ofsted conducted an additional inspection in June 2018. All the standards that were checked during this inspection were met. The school makes no use of alternative provision. The headteacher left the school shortly before this inspection took place. An existing member of the senior leadership team has been appointed as the interim headteacher.

Summary of key findings for parents and pupils

This is a good school The hard work and commitment of leaders have ensured that the independent school standards are met. The promotion of pupils’ well-being is at the heart of leaders’ work. Safeguarding arrangements are now fit for purpose. Leaders share an unwavering belief that all pupils will succeed and get the most from their education, irrespective of any difficulties they may have faced in previous settings. The school’s caring ethos enables pupils to flourish in their personal development and begin to enjoy learning again. Staff are equally committed to bringing out the best in each pupil. They provide strong levels of support for pupils’ emotional and social needs. Encouragement from staff, together with appropriate structure and boundaries, help pupils to feel secure and behave well. Leaders and staff deal with incidents of poor behaviour without a fuss. They help pupils to understand the effect that their behaviour can have on others. Over time, the school secures marked improvements in pupils’ behaviour, attitudes and attendance. The quality of teaching is typically strong because staff set and adapt tasks to reflect pupils’ individual abilities and interests. Equally, pupils’ readiness to learn gradually increases because staff select activities and topics that are relevant and appealing. Effective teaching means that, over time, pupils make good progress. Crucially, teaching fosters pupils’ self-confidence and willingness to learn from mistakes. Sometimes, however, teaching in academic subjects could do more to stretch pupils’ knowledge and skills and, in turn, increase the progress they make. In their curriculum planning, leaders give careful thought to the experiences that pupils will need to make strong progress, particularly in their personal development. While the curriculum caters for a broad range of subjects, more work is needed to develop the breadth and depth of the technology curriculum. Leaders have coherent plans to develop the school further. However, plans to improve the quality of teaching lack precision. This is because leaders do not check the quality of teaching in academic subjects as systematically as the provision for personal development. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.