Oakley School

What Ofsted said

From the inspection on 2 June 2026

Pupils experience a school that cares about them and wants them to succeed. They say that adults know them well and take time to understand their needs. Many pupils describe staff as kind and approachable, and they value the strong relationships that help them feel settled. They speak warmly about the opportunities they are given, particularly the trips, enrichment and memorable experiences that feel like a defining part of school life. These experiences help pupils to feel proud of their school and to imagine futures that feel possible. Pupils know that support is available when they need it. They can explain how different spaces and adults help them to manage their emotions, whether through taking a short break, speaking to a mentor or using quieter environments. For many, these systems make a meaningful difference and help them feel listened to. Children in the early years benefit from secure routines and positive relationships that help them to thrive. Some older pupils, particularly those who are quieter, say that they find it harder to ask for help and are not always confident that support will reach them at the right time. Pupils describe a largely positive experience in lessons, with many talking about teachers who create calm, purposeful classrooms where they can focus and learn well. They enjoy their learning when teaching is consistent and expectations are clear, and these moments help them feel confident and engaged. At times, pupils say that learning is less smooth, as low-level disruption or inconsistent expectations can interrupt their concentration, but they recognise that this is not their experience in every lesson. Around the school site, pupils are open about the practical realities of a busy environment. They describe crowded corridors and lively social spaces. They are clear that they do not see the school as unsafe; rather, these moments influence how comfortable and relaxed they feel as they move through the day. Pupils with weaker attendance often feel less connected to school life, which shapes how well they experience the curriculum.

What the school should improve

• Leaders should ensure that, across all subjects, teachers routinely check that all pupils, including those with additional needs, have secured the intended knowledge in each lesson and adapt teaching precisely where this is not the case, so that pupils keep up with the full curriculum alongside their peers and can access appropriate support promptly when needed.
• Leaders should ensure that improvements in attendance are sustained and extend across all groups, particularly disadvantaged pupils, so that attendance no longer limits pupils’ learning and wellbeing.
• Leaders should ensure that behaviour expectations are implemented consistently for older pupils to ensure a calm and purposeful environment in classrooms and around the school.

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