Beckfoot Oakbank

What Ofsted said

From the inspection on 21 January 2025

Pupils' behaviour is poor during social times and on corridors. Too many pupils miss important learning as they opt out of lessons and wander around the building. The school has introduced recent strategies to address this, but these are not currently having the desired impact. A significant minority of pupils do not treat staff or peers with respect. These incidents are not consistently addressed by staff. As a result, pupils say they feel less safe during these times. Most pupils have an adult they can speak with if they have concerns. When bullying occurs, the school takes appropriate action to address it. The school has improved the quality of education that pupils receive. Pupils focus on their learning in class. Pupils recognise these improvements. The school has increased the ambition of the curriculum that pupils follow. More pupils study a full range of academic subjects than at the time of the last full inspection. Pupils say that some changes have helped them to get more out of lessons. However, pupils do not achieve well. Published GCSE outcomes in 2024 were poor, particularly for pupils with low attendance. There is still more to do to ensure that pupils in Years 7 to 11 are well prepared for the next stages of their education. Students in the sixth form enjoy their experience. They progress well from their starting points. They have clear aspirations for their future careers.

What the school should improve

• The school has not successfully embedded changes to behaviour systems. This means that the behaviour of pupils during unstructured times has not been challenged sufficiently over time and remains a concern. The school must carefully embed, monitor and evaluate changes so that it is clear about which aspects are improving and which need increased focus.
• Pupils' behaviour during unstructured times, and on the corridor when they opt out of lessons, is poor. This disrupts pupils' learning and makes others feel less safe in school. The school must ensure that the behaviour policy is applied consistently and understood by all members of the school community.
• Some pupils do not attend school often enough, especially those with SEND or those in receipt of the pupil premium. This means that these pupils develop gaps in their knowledge and do not achieve as well as they should. The school must intensify its actions to improve attendance by working with external agencies and parents and carers.
• The school does not address gaps in pupils' knowledge, especially if they have missed lessons. This means pupils do not achieve as well as they should. Leaders should develop systems to check pupils' understanding of their learning and ensure that gaps in knowledge are closed.
• There are inconsistencies in how well the needs of pupils with SEND are met. These pupils do not get the help they need in some lessons. The school should ensure that support for pupils with SEND is accurately identified and consistently provided by all staff.
• The school's work to promote respect for others and awareness of difference is not sufficiently developed. Some pupils do not show respect for others. The school should ensure that pupils understand the importance of respect and tolerance as part of their preparation for life in modern Britain.

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