Oaklands School


Name Oaklands School
Website http://oaklands.towerhamlets.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 19 June 2013
Address Old Bethnal Green Road, Bethnal Green, London, E2 6PR
Phone Number 02076131014
Type Secondary
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 779 (48% boys 52% girls)
Number of Pupils per Teacher 13.5
Local Authority Tower Hamlets
Percentage Free School Meals 39.9%
Percentage English is Not First Language 50.1%
Persisitent Absence 7.8%
Pupils with SEN Support 17.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Oaklands is much smaller than the average-sized secondary school. A much higher proportion of students than average are supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals, looked after children and children of service families). There are currently no children of service families in the school. About one in five students in Year 7 is eligible for the Year 7 catch-up premium. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported through school action plus or with a statement of special educational needs is above average. A much higher proportion of students than average speak English as an additional language. The proportion of students from minority ethnic backgrounds is much higher than average. The largest group are of Bangladeshi heritage. A very small number of students attend alternative provision for two days a week at ’Old Ford Construction Training, Tower Hamlets, which allows them to access a course in construction. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The headteacher is a National Leader of Education (NLE) and the school is a National Support School (NSS), providing support to other schools. Since the previous inspection, the school, in partnership with three other schools, has established a post-16 consortium, which is subject to a separate inspection.

Summary of key findings for parents and pupils

This is a good school. Outstanding leadership by school leaders and the governing body ensures that all members of staff are extremely well trained and work together continually to address any weakness in teaching and students’ progress. Leaders and staff ensure that all students are well prepared for the next stages of their lives and to be successful international citizens. Students make good, and sometimes excellent, progress from their starting points. Progress in science and languages, in particular, is consistently rapid. Teaching is good and, since the previous inspection, an increasing proportion is outstanding. Teachers plan lessons that engage students well as they have sound subject knowledge and high aspirations for their students’ achievement. Increasingly, teachers share the best practice that is seen in the most effective teaching. The support for disabled students andthose with special educational needs, and the support provided through the pupil premium and the Year 7 catch-up funding is a strength of the school. This support helps them to catch up with the standards reached by other students. Students’ attitudes to learning and behaviour are exemplary. They take on responsibilities and participate enthusiastically in the exciting range of enrichment activities on offer. As a result, they develop strong spiritual, moral, social and cultural values. The school has established an impressive number of partnerships that make a very strong contribution to students’ learning and personal development. The school works extremely well with parents and carers, including providing them with opportunities to gain national qualifications and training to help them gain employment. It is not yet an outstanding school because: Not enough teaching is outstanding, as work is not always set at the right level of difficulty to ensure that all students consistently make sufficiently rapid progress to reach the highest standards. Although marking and feedback regularly tell students precisely how well they are doing and what they need to do to improve, students do not routinely act on the advice given.