Oak View School

Name Oak View School
Website www.oakviewschool.org
Ofsted Inspection Rating Good
Inspection Date 25 September 2013
Address Whitehills Road, Loughton, Essex, IG10 1TS
Phone Number 02085084293
Type Academy (special)
Age Range 3-19
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Academy Sponsor Epping Forest Schools Partnership Trust
Local Authority Essex
Percentage Free School Meals 20.8%
Percentage English is Not First Language 20.2%
Persisitent Absence 26.1%
Pupils with SEN Support 1.7%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

Oak View school provides for pupils with a wide range of difficulties. The two largest groups have severe learning difficulties and autistic spectrum disorder. A very small number of pupils have moderate learning difficulties and a small but growing number have profound and multiple learning difficulties, particularly in the lower school. Many pupils throughout the school have severely challenging behaviour. The vast majority of pupils have a statement of special educational needs. There are twice as many boys as girls, which is typical for schools of this type. There are about twice the average proportion of pupils from minority ethnic families, many speaking English as an additional language. Pupils from a White British heritage make up about half of the pupil population. An average proportion of pupils are eligible for the pupil premium. This is additional government funding to support the achievement of certain groups of pupils, including those known to be eligible for free school meals and those who are looked after by the local authority. There are 11 children in the Early Years Foundation Stage. The number of pupils has increased since the previous inspection, and a temporary building has been installed to increase the accommodation available. The school has links with Epping College and Harlow College for students who will move on there after they have left school, and provide additional learning and work experience opportunities for some students at Roding Valley High School and Well Gate Farm. The school has recently been re-accredited by the National Autistic Society.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress and their achievement in English, communication and personal development is outstanding. Children in the Early Years Foundation Stage have a very good start to their education. The sixth form is good. Students leave well equipped for adult life and further learning. Pupils’ communication and behaviour are very well supported by the consistent, widespread use of symbols. The school’s leaders have worked systematically and successfully to improve the weaknesses identified in the previous inspection. Teaching is good throughout the school. Class staff teams work very well together to help pupils understand and meet their targets. The school works very well to keep pupils calm and involved so that they learn well. Pupils’ behaviour and safety are outstanding. They enjoy school and take part enthusiastically in all that they do. Pupils say they feel safe at school and parents, carers and staff agree. Relationships between staff and pupils are excellent. The school keeps a close check on pupils’ progress so that help can be given quickly if any are in danger of falling behind. Teaching is closely checked and leaders continually seek to increase the proportion of outstanding teaching. The subjects provided are enriched by exciting additional activities such as the breakfast club and various sports clubs. These help develop pupils’ academic skills and personal and physical well-being. The work of the school-based therapists makes a very good contribution to pupils’ achievement and well-being. It is not yet an outstanding school because : Progress is not as marked in mathematics as it is in English and personal development. Not enough pupils make better than expected progress in science. Pupils with profound and multiple learning difficulties are not always given the right expertise and resources to help them learn as much as possible.