|Name||Oaks Park High School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||12 February 2019|
|Address||Damson Way, Carshalton, SM5 4NS|
|Religious Character||Does Not Apply|
|Number of Pupils||1247 (51% boys 49% girls)|
|Number of Pupils per Teacher||15.0|
|Academy Sponsor||Cheam Academies Network|
|Percentage Free School Meals||22.7%|
|Percentage English is Not First Language||10.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school converted to academy status in December 2016. It is the only school in the Academies of Inspiration multi-academy trust. Since September 2018, the chair of the board of trustees also served as the chair of the local governing body. The trust delegates responsibility for oversight of the school to the local governing body but remains the responsible body. The school is organised into four mini-schools within the main building. One of these mini-schools, Horizon, includes specialist provision for pupils with autism spectrum disorder, including students in the sixth form. Currently, 70 pupils receive some of their education in this provision. The Aqua base is for pupils with mild autism and the Ignis base is for those with moderate autism. The proportion of pupils with an EHC plan is well above average. The proportion of pupils entitled to SEND support is also above average. Higher proportions of pupils than average are eligible for the pupil premium. Since the last inspection of the predecessor school, the proportion of pupils joining the school with higher-than-average prior attainment has increased. A small number of pupils receive some of their education at alternative provision. The providers used are Study Box, Skills and Integrated Learning Centre, Sporting Chances and Sutton Tuition and Reintegration Service.
Summary of key findings for parents and pupils
This is an inadequate school The curriculum is inadequate. It does not develop the knowledge, skills and understanding needed to prepare pupils for the next stage of their education. The leadership and management of teaching have, until recently, been poor. Teachers have not been held to account or supported well enough. The quality of teaching is too variable. Assessment practice across the school is too inconsistent. As a result, leaders do not have a secure understanding of how well pupils achieve across the curriculum. Provision for pupils with special educational needs and/or disabilities (SEND) is inadequate. This includes the specialist provisions for pupils with autism spectrum disorder. Many pupils have underachieved in the last two years. Pupils’ progress by the end of key stage 4 has been significantly below average across and within subjects. This includes English, mathematics and science. Disadvantaged pupils and the most able pupils do not achieve well enough. Outcomes and provision for personal education in the sixth form are poor. Pupils’ personal development and well-being require improvement. This is because they have not been supported to make curriculum choices that are in their best interests. Communication with parents and carers, although improved under the new leaders, is still not good enough. Until recently, governors have not been effective in holding leaders to account. The school has the following strengths The current headteacher has a sharp understanding of the school’s weaknesses. He is working effectively with a new leadership team on the urgent improvements necessary. Changes to leadership arrangements in the sixth form and the specialist resource bases are beginning to make a difference. Leaders now in post have the capacity to bring about improvement. Pupils enjoy coming to school. They are kept safe and behave well.