|Name||Oak Tree School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||21 March 2018|
|Address||Truro Business Park, Threemilestone, Truro, Cornwall, TR4 9NH|
|Number of Pupils||51|
|Percentage Free School Meals||0.0%|
|Pupils with SEN Support||0%|
|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 Tree School is an independent special school situated on the outskirts of Truro. It is one of a number of schools operated by the proprietor, Acorn Care and Education Group. The school has a board of governors, chaired by the assistant director of education, but it is not the named proprietor on the register of independent schools. All pupils who attend the school have EHC plans. All pupils are placed at the school by the relevant local authority, with the vast majority by Cornwall Council. The school caters for pupils who have a range of SEN and/or disabilities. These include social, emotional and mental health needs, specific and moderate learning difficulties and speech, language and communication needs. An increasing number of pupils have autism spectrum disorder. The school’s previous standard inspection took place on 17–19 March 2015, when its overall effectiveness was judged to be good. The school does not use alternative providers. Pupils undertake a wide variety of activities away from the school site, such as outdoor education, but are accompanied by staff from the school at all times.
Summary of key findings for parents and pupils
This is an outstanding school Leaders and staff are unswervingly committed to ensuring that their pupils succeed. They have created an environment in which pupils thrive, often for the first time in their education. The school provides a highly personalised curriculum that is carefully constructed on the basis of a thorough understanding of each pupil’s personal needs and academic abilities. Teachers are adept at meeting the needs of pupils. As a result of outstanding teaching, pupils make sustained and substantial progress from the moment they join the school. Leaders and staff use assessment extremely well to check that pupils are making progress and to plan the next stages of their learning. Disadvantaged pupils make excellent progress across the curriculum. Universally, pupils’ attendance improves while they are at the school. The same is true for their behaviour. Pupils love coming to this school, where their self-esteem and self-confidence grow. The provision for special educational needs (SEN) is excellent. All the pupils at the school have education, health and care (EHC) plans, which staff use well to plan pupils’ education and to assess their progress. Relationships between staff and pupils are very strong. They provide the bedrock upon which pupils’ outstanding personal development and academic progress are built. Leaders have an excellent understanding of their school through accurately evaluating the standard of education it provides. One aspect of the school’s development planning – setting priorities for pupils’ achievement – is not sharp enough. Middle leadership roles, such as those of subject coordinators, are relatively new. Although they are already having a positive impact, these roles are not yet fully developed. The proprietor and school leaders understand the independent school standards well. As a result, they are met in full. 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.