Oscott Academy


Name Oscott Academy
Ofsted Inspection Rating Good
Inspection Date 20 June 2017
Address St Martins’s Church Centre, 140 Witton Lodge Road, Erdington, Birmingham, West Midlands, B23 5AP
Phone Number 01214482565
Type Independent
Age Range 14-16
Religious Character None
Gender Mixed
Number of Pupils 15 (73% boys 27% girls)
Local Authority Birmingham
Percentage Free School Meals 0%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

The school was registered by the Department for Education and opened in May 2015. This is the school’s first standard inspection. Oscott Academy is an independent school based in Erdington for pupils aged between 14 and 16 who are at risk of being or have been excluded from mainstream provision. The school does not use any alternative providers for education. Children are referred by the local authority, local schools and placement services. Pupils can join Oscott Academy at any point during the school year. The school has an agreement with Birmingham local authority to provide full-time education for these pupils. Contracts are agreed with individual schools and services within the local authority. The majority of pupils have identified social, emotional and mental health needs. Many have a history of poor attendance or of exclusion from their schools. Some have additional special educational needs and/or disabilities, such as difficulties with reading or moderate learning difficulties. The school has a particular focus on pastoral care and re-engaging pupils with learning. It aims to provide a ‘safe environment in which pupils can learn, achieve and progress’.

Summary of key findings for parents and pupils

This is a good school Leaders have created and embedded a culture based on ‘family’ values. This is understood by all staff and pupils. It helps to settle pupils into the safe and supportive learning environment. Personal development, behaviour and welfare are strengths of the school. Relationships between staff and pupils are positive, and support pupils in all areas of their learning. The provision of high-quality, impartial careers advice prepares pupils well for their next steps, enabling them to make informed choices. Pupils join the school with low starting points; some having missed significant amounts of formal education. Pupils make good progress across all areas of the curriculum from their starting points. For some pupils, attendance is low. While leaders engage well with parents to identify and overcome barriers to attendance, this remains a challenge for a small number of pupils. Leaders have developed a broad and balanced curriculum. It provides pupils with the ability to develop and secure skills in core subjects as well as learning how to keep themselves safe and prepare for their next steps. Teachers use assessment information effectively to plan exciting lessons that are closely match to pupils’ learning needs and which engage and motivate pupils. Targets are challenging and aspirational. As a result, pupils make rapid gains in their learning. On rare occasions, teachers’ questioning does not promote most-able pupils’ deep knowledge and understanding. As a result, some pupils do not consistently benefit from additional stretch and challenge. 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.