The Oakwood Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this inclusive school. They value the school's focus on equality and treating people with respect.

They feel cared for by adults who know them well and notice when they are not themselves.The school has high expectations. All pupils understand what it means to be an 'Oakwood student'.

They know that they must be kind, on time and organised. They must work hard and make the most of opportunities, so that they achieve highly. Staff teach pupils exactly what these expectations mean.

The vast majority of pupils do their best to meet these expectations. The school celebrates when they do.Pupils appreciate how teachers encourage them to... be independent and resilient learners.

Most take pride in their work and try hard in lessons. The school makes sure that pupils understand how important reading is for learning and for life. Staff guide pupils to make sure they make ambitious choices for their next steps in education, training or employment.

The school provides a rich variety of clubs and experiences that enhance learning and support pupils' wider development. Pupils celebrate and learn about diversity in lessons, assemblies and events like Pride and Black History Month. They said everyone can be themselves.

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

Leaders have worked with clear moral purpose to bring about significant improvement at this school. They have set a clear vision. They aim to give pupils 'the curriculum they deserve', so that they are ready to confidently take their next steps in education and in life.

With considerable support from the trust, leaders have reviewed and improved the curriculum. They have set clear expectations about what pupils should learn. This means teachers know what to teach and when to teach it.

Pupils' learning builds step by step. In 2022, pupils' progress and attainment at the end of key stage 4 did not yet reflect the impact of the improvements leaders have made to the curriculum.Most teachers consistently apply the school's recently introduced 'teaching and learning fundamentals'.

These help pupils to remember what they have learned before. Teachers model how pupils should apply their learning. They give them plenty of useful opportunities to practise.

Most teachers check pupils' learning effectively and give pupils feedback that helps them to improve. On occasion, this is not effective. Sometimes, teachers do not identify and address pupils' misconceptions.

Leaders know that some aspects of the curriculum need further development. They have clear plans to ensure this happens.The school makes sure that teachers receive clear advice about how to meet the needs of pupils with special educational needs and/or disabilities (SEND).

Teachers adapt their teaching, so that all pupils get the support they need to successfully access the curriculum. Teaching assistants support pupils to work independently in lessons.Reading has a high profile in this school.

Key stage 3 pupils read every day. In English, leaders have thought carefully about what pupils will study. As a result, all pupils read texts with themes, characters and settings that enhance pupils' academic and personal development.

Leaders provide high-quality support for pupils who need help to read more accurately and confidently.Pupils behave well. The time pupils spend away from lessons due to suspension or removal from lessons has reduced.

Pupils' attendance declined after the pandemic. Leaders have made changes to address this. They support pupils and their families to remove any barriers to pupils attending well.

Still, some pupils do not attend as often as they should. Leaders remain committed to working with pupils to ensure that they are in school, safe and learning.Pupils benefit from well-planned provision for their personal development.

This includes an effective programme of careers education and guidance. Pupils in Year 10 value work experience and mock interviews that prepare them for the world of work. The school's personal development periods, assemblies and tutor-time activities all help pupils to prepare well for life in modern Britain.

Leaders make sure that all pupils, including those with SEND, learn the important knowledge about relationships and sex education and health education. Pupils understand the protected characteristics. They know what they mean for them in their lives.

By contrast, their understanding of fundamental British values is not as well developed.Staff are proud to be part of the team at this school. They highly value the opportunities that the school and trust provide for them to develop their teaching and leadership expertise.

Those responsible for governance provide effective oversight of the school's work to continue to improve provision for the pupils of Oakwood.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding at this school.

Leaders are knowledgeable and committed. They work closely with local safeguarding partners and parents to protect pupils from harm. They respond very promptly to any concerns about a pupil's welfare.

They are tenacious in getting pupils the help they need. They ensure that staff receive effective safeguarding training. As a result, staff are vigilant and take their duties seriously.

The school teaches pupils to keep themselves and others safe, including when online. Pupils learn about the effects of drugs and alcohol. They learn the importance of consent in relationships and the impact of bullying.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not always make effective checks on pupils' learning. Pupils, sometimes, develop misconceptions. Leaders should continue with their plans to develop teaching in these areas, so that pupils learn well across all areas of the curriculum.

• Some pupils do not attend school as well as they should. They miss out on learning. Leaders should continue to implement their strategy to work with pupils and their families to ensure that all pupils attend well and benefit from the improved provision the school offers.

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