Oldfield School

Highlights from Latest Inspection

Outcome

Oldfield School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Andy Greenhough. This school is the only school in the Oldfield School single academy trust. The trust is overseen by a board of trustees, chaired by Tahir Darr.

What is it like to attend this school?

The school community has recently re-set the school values. 'Kindness' has been a particular focus. As a result, pupils rightly describe a culture of care and compassion in their school.

Pupils appreciate the ways in which staff listen to and support them. They are confident that if they have a concern, staff help them.

The sch...ool has high expectations for pupils to achieve well.

For example, the 'super curriculum' helps pupils to build on their learning. The school has further raised their expectations of pupil conduct. This led to an increase in sanctions for a few pupils, but this is now reducing.

Pupils behave well. They are polite and courteous.

The number of students in the sixth form has grown.

They actively contribute to being part of the wider school community. For example, many students learn to teach English as an additional language. They support and mentor younger pupils who have English as an additional language.

This high-quality scheme builds strong relationships between students and pupils.

Many pupils attend the school council. They contribute to decisions that improve the experience of school for all.

Pupils know the school listens to and values their views.

What does the school do well and what does it need to do better?

The curriculum is broad and ambitious. Across the curriculum, pupils and students deepen their knowledge through extended reading and resources.

At key stage 4, fewer pupils study the English Baccalaureate suite of subjects. This is developing as more pupils study a modern foreign language for longer. In the sixth form, students study subjects that help them to follow their chosen career path.

The school curriculum is carefully designed so that new learning builds upon what pupils have previously learned. The school evaluates this to make sure the knowledge they want pupils to know well is clearly identified. Teachers check how well pupils understand their learning.

In a few parts of the curriculum, this is not done as effectively. When teachers do not identify misconceptions, pupils are not clear on what they need to do next to improve.

Some pupils start the school with gaps in their literacy skills.

The school acts promptly to improve literacy standards. This is comprehensive so pupils have the specific learning they need. However, in a few subjects, the strategies to improve literacy are not well implemented.

This means, some pupils do not develop their subject spelling or reading in those areas as well as they could.

The school is ambitious in its expectations for pupils to read widely. Pupils in the early stages of reading learn through a closely checked reading programme.

Pupils progress well through this. The school has recently put in place more precise phonics learning to help pupils develop as fluent readers.

A higher-than-average number of pupils with special educational needs and/or disabilities (SEND) attend the school.

The school also has a specialist resource base to support pupils with autism spectrum disorder. The school provides support and adaptation to help pupils with SEND achieve exceptionally well. It is effective in identifying the needs of pupils and ensuring the right actions meet their needs.

Pupils and parents enthuse about the provision. Many pupils with SEND successfully continue their studies in the Sixth Form.

Robust support and tracking are in place for checking how well pupils attend school.

The school identifies when there are issues and works with those pupils and their families to increase their attendance to school. As a result, pupils attend more regularly.

The programme for personal development means pupils and students are well prepared as they grow to become responsible and active citizens.

The school celebrates inclusivity. The school ensures pupils can join a wide range of enrichment activities. For example, many pupils from across the school are preparing for the school musical.

When it identifies an opportunity, the school provides activities for specific groups of pupils. Pupils are respectful and thoughtful of others. They plan and lead fundraising events to help others.

The school ensures pupils and students experience a full and broad careers programme. From Year 7 to Year 13, pupils and students have many ways in which they engage with employers, learn about future pathways for study and consider a range of careers.The school takes decisions to effectively plan for the continued and sustained improvement of the school.

It communicates its vision clearly with the whole school community. The school is highly regarded by parents and carers, especially for the care it has for its pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers do not sufficiently check on how well pupils understand their learning. When this happens, misconceptions are not identified, and pupils do not know what they need to do next to progress. The school should ensure that strategies for checking what pupils know, helps pupils to progress in their learning.

• The school's actions to improve literacy through the curriculum is not implemented well in a few subjects. This means some pupils do not learn their vocabulary, spelling or develop their reading of texts as well as the school intends. The school should ensure the expectations for teaching literacy through the curriculum are in place.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.