The Oaks Academy

Highlights from Latest Inspection

What is it like to attend this school?

This school has created a welcoming and supportive environment for its pupils.

Pupils feel safe and know that they are cared for by staff. They enjoy coming to school.

The school has high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND).

In the past, pupils did not benefit from these high expectations of achievement. This affected their performance in public examinations. The school has put this right.

Pupils now follow a broad and ambitious curriculum, which is helping them to know and remember more.

Pupils behave well in classrooms and around the school. They follow the school's three go...lden rules: to listen, be polite and follow instructions.

Pupils have strong relationships with each other. They understand the value of the school's diverse community. There is a strong pastoral system that supports pupils' well-being.

Pupils attend a wide range of clubs and activities, which includes football, badminton, young interpreters club, politics club and debating. Some pupils complete their bronze or silver Duke of Edinburgh's Award. They have opportunities to develop leadership through a range of student groups.

Their responsibilities include community work, cultural activities and equality and diversity.

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

The school and the trust have taken decisive action to transform the experience of pupils in this school. Staff teach pupils how to behave well and pupils have risen to the high expectations now in place.

Staff consistently use the school's clear systems to deal with poor behaviour. Relationships in the school are now respectful and warm.

The new curriculum seeks to inspire pupils to aim high and enables them to achieve well.

At each stage, the curriculum sets out the essential knowledge and key vocabulary that pupils should learn.

Effective training and support contribute to teachers' strong subject knowledge. Most teachers implement the curriculum skilfully, including presenting and explaining new learning.

However, sometimes, some teachers do not present new information clearly. As a result, some pupils do not learn as well as they could in some subjects. Most teachers check pupils' understanding regularly and use this information to adapt future teaching.

This helps pupils to build their knowledge securely. However, in some subjects, teachers' strategies for checking learning are less effective. This means that some pupils have gaps in their knowledge.

For pupils who sat their GCSEs in 2023, attainment and progress were not good. This is because these pupils experienced a weaker curriculum in the past. Current pupils in key stage 4 are making better progress.

Pupils in key stage 3, including disadvantaged pupils and those with SEND, achieve well.

The school quickly identifies the additional needs of pupils with SEND. Leaders provide staff with clear information about these pupils' needs.

Staff make appropriate adaptations and help pupils with SEND to work successfully alongside their peers.

Reading is a priority for this school. Staff identify any gaps in pupils' reading knowledge with precision.

Pupils receive focused help to catch up quickly. The school promotes reading across the curriculum well. Staff teach pupils important vocabulary and pupils read together regularly, for example in form time.

This is increasing pupils' confidence in reading.

Pupils follow a well-designed programme that promotes their personal development. Staff teach them to 'be the best version of themselves'.

Pupils learn about the importance of healthy relationships and staying safe. Staff give them opportunities to debate moral and social issues. Pupils learn to celebrate the differences between people.

The school's careers programme helps them to make the right decisions about their next steps.

The school uses information about attendance effectively to identify pupils or families who may need support. Staff work successfully to help pupils to come to school regularly.

Most pupils attend well.

Leaders, trustees and members of the local governing body carry out their roles effectively. They have a clear, ambitious vision for the school.

This is well understood by staff. The school ensures that staff receive appropriate training and development opportunities. Staff value the support that they receive.

Opportunities for staff to work collaboratively have increased staff well-being. Staff are proud to work at this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is variation in how well some teachers present and explain new information. Consequently, some pupils do not learn and achieve as well as they could. The school should continue to refine and embed teachers' approaches so that pupils learn well enough and reach their full potential.

• Teachers' gathering and use of assessment information are not as effective in some subjects as they are in others. Consequently, some pupils do not receive as much help as they could to improve their learning further. The school should ensure that checks on pupils' learning in all subjects enable teachers to help pupils to achieve well.