Oakbridge School

What Ofsted said

From the inspection on 27 January 2026

Pupils feel welcome, understood and safe at Oakbridge. They talk openly about the positive difference that this school has made to their lives. Adults know pupils well and work closely with families so that decisions reflect each child’s needs and circumstances. This partnership helps pupils belong and take part in school life where they recognise what it feels like to thrive. The school provides steady, caring routines that help pupils arrive ready to learn. Staff weave therapy and communication support into everyday activities so pupils can join in lessons, express themselves and build confidence. The curriculum is personalised. It focuses on securing the basics that many pupils have missed before joining the school. Classrooms are typically calm and purposeful. Staff respond to difficulties pupils might face in a predictable and respectful way. Pupils use agreed strategies to manage their feelings and return to learning. A small number of pupils still miss too much learning time when they take breaks to manage their emotions. Leaders are refining how they check this so they can spot patterns and adjust support. Attendance is a key area of focus. Staff keep in daily touch with pupils who find school difficult and visit at home when needed. This helps many pupils attend more often than they did previously, although overall attendance is still below leaders’ ambitions in this area. During the school day, pupils access a suitable range of activities that broaden their interests and life skills. Staff encourage pupils to contribute to school life and to try new things. Oakbridge helps pupils to feel more confident than in previous settings. Adults act quickly and compassionately if worries arise and this adds to the sense of calm and safety that pupils experience. Pupils behave well - the school is calm and orderly and pupils feel safe. It prepares pupils well for their next stage of education and/or employment.

What the school should improve

• Leaders should embed consistently strong teaching in every class and in each subject so that pupils make swifter progress from their starting points. • Leaders should continue to improve attendance, while sustaining a compassionate pupil-centred approach so pupils attend school more regularly. • Leaders should ensure they have a clearer understanding of how and why pupils take time out of lessons, so that provision is adapted to minimise lost learning.

Read the full Ofsted report (opens in a new tab)