|Name||Oak Tree High|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||09 October 2018|
|Address||Yorkshire Muslim Academy, Gate No 3 Bland Street, Sheffield, South Yorkshire, S4 8DG|
|Number of Pupils||Unknown|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Oak Tree High is an independent secondary school for girls aged 11 to 16. The school has an Islamic ethos. The building the school operates in is owned by the Yorkshire Muslim Academy. The building is used for a range of community activities in the evenings. The school’s previous standard inspection took place on 15 to 17 November 2016. The school was judged to be inadequate. Following this, there were two progress monitoring inspections, which took place on 21 November 2017 and 27 March 2018. In both of these, inspectors found that the school did not meet the standards checked during the inspections. Since the previous standard inspection, there has been a change in the chair of the executive committee. In addition, the proprietor is now also the headteacher. The headteacher works at the school on a part-time basis, having another full-time position elsewhere. All staff at the school work part-time. The school does not have any pupils who have SEN and/or disabilities or pupils who speak English as an additional language currently on roll. The school does not use any alternative education provision.
Summary of key findings for parents and pupils
This is an inadequate school The proprietor does not ensure that the school consistently meets the independent school standards or that policies are implemented well. School leaders do not have clearly defined roles and responsibilities. There is little analysis and evaluation of school information or quality assurance of the school’s work. The executive committee has been too slow to act to prevent a further decline in standards at the school. Pupils’ welfare and safeguarding is not a high enough priority. For example, records of fire safety checks are weak and safer recruitment practices are not always followed. Leaders do not ensure that teachers use information about pupils’ progress to plan future learning. This means that pupils do not always receive work that matches their abilities. Pupils’ work in books shows that literacy errors remain uncorrected. This means that pupils do not learn quickly from their mistakes. Pupils enjoy selecting books from the library; however, leaders are unable to say whether they choose books appropriate to their abilities and whether this improves pupils’ reading skills. There is no curriculum overview or plan for personal, social, health and economic (PSHE) education or for careers education. Consequently, the quality of these aspects of education varies greatly. Leaders do not ensure that pupils’ progress is measured from their starting points well enough. Over time, some pupils have attained highly in GCSE examinations. In the last academic year this was more variable, with some pupils failing to secure grade 4 or above in mathematics. The school has the following strengths The proprietor, who is also the headteacher, is committed to improving the school and the quality of education for the pupils. Pupils are very polite, welcoming and want to do well at school. Pupils’ attendance and behaviour are good. Compliance with regulatory requirements The school must take action to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 and associated requirements. The details are listed in the full report.