The Oldershaw School

Highlights from Latest Inspection

What is it like to attend this school?

The Oldershaw School is a community founded on kindness to others.

Pupils, and students in the sixth form, told inspectors that they feel happy and safe at school. They are friendly and courteous, showing respect to others. Parents and carers are also supportive of the school.

Typical comments received from parents were that the school is 'nurturing' and 'at the heart of the community'.

Leaders and staff have high expectations for pupils' learning. Pupils study a broad range of subjects.

They achieve well overall. This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils.

Pupils generally learn w...ell in a calm environment with few interruptions.

Most pupils behave well around the school. However, occasionally the behaviour of a small number of pupils outside lessons does not meet the expectations set by leaders. Pupils are confident to report any concerns about harmful behaviour, including bullying.

Staff resolve such issues quickly and effectively.

Pupils do not tolerate derogatory behaviour. They enjoy positive relationships with each other.

They are tolerant of, and celebrate, difference.

Leaders value the broader development of pupils. They work well to raise the ambitions and aspirations of pupils.

Pupils take part in a wide range of activities that widen their horizons. They enjoy trips to Italy, London and Poland. They also engage in charity work to raise funding for others.

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

Leaders and trustees ensure that all pupils follow a broad curriculum. This has the English Baccalaureate suite of subjects at its heart. Students in the sixth form follow appropriate and well-planned courses.

Subject leaders have thought about the curriculum in detail. In most subjects, they are clear about the essential knowledge that pupils need to cover and in what order. These subject curriculums are well organised.

They include opportunities for pupils to remember, practise and build on what they already know. However, in a small number of subjects, the curriculum is not fully developed or has only just been put in place.

Pupils, and students in the sixth form, revisit their learning regularly.

Teachers check on pupils' understanding and use this information to help pupils with any misconceptions that they may have. As a result, pupils know more and remember more of the curriculum.

Many teachers have strong subject knowledge.

They use their subject expertise well to help pupils remember and apply the essential knowledge that they have learned. Teachers in the sixth form have especially strong subject expertise. This helps students to progress through their subject curriculums well.

Leaders identify the needs of pupils with SEND accurately. Teachers ensure that pupils are supported well to access the curriculum content. Pupils with SEND learn the same ambitious curriculum as others in the school.

Pupils read regularly and fluently. Leaders accurately identify pupils who find reading more difficult. They provide a curriculum that makes sure that these pupils catch up to their peers quickly.

These pupils quickly make gains in their reading knowledge.

Pupils behave well in most lessons. Pupils show positive attitudes towards their learning.

However, pupils' behaviour outside of lessons can be less positive. A small number of pupils are not always able to self-regulate their behaviour at unstructured times. Sometimes, this leads to disruption in corridors and the dining room.

Leaders have developed a strong programme to support pupils' wider personal development. Pupils have an age-appropriate understanding of healthy relationships. Pupils, and students in the sixth form, understand how to look after their own physical and mental health.

They use this knowledge to keep physically healthy and maintain an active lifestyle. Teachers support pupils to be kind and resilient young people.

Pupils and students are well prepared for their next steps in education, employment or training.

The curriculum for pupils with SEND is particularly effective. This maintains a clear focus on employability. Pupils also benefit from a well-designed careers programme that meets statutory requirements.

A high proportion of pupils continue their education further, including at universities.

Leaders have taken some positive actions to support the workload and well-being of staff. Staff are proud to work in the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong safeguarding culture. They have effective arrangements in place to identify pupils needing help.

Leaders work well with other agencies to provide timely support to pupils and their families.

Staff are clear about the dangers that pupils and students in the sixth form may face in or outside of school. This includes peer-on-peer abuse.

Staff are vigilant and alert to the signs that pupils are at risk of harm. Pupils are clear about where they can get help. Pupils learn how to keep safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum is not well planned or sufficiently sequenced. This means that pupils' knowledge does not build on what they already know. Leaders should ensure that the new curriculums are fully embedded so that pupils know and remember more in all subjects.

• A few pupils sometimes find it difficult to self-regulate their behaviour out of lessons. This sometimes leads to disruption in the corridors and in the dining room. Leaders should seek to improve the self-regulation of these pupils to ensure that movement around school and behaviour at unstructured times is calm.