Oakmoor School

What Ofsted said

From the inspection on 6 January 2026

Pupils are proud to attend the school. They feel part of a caring community where staff appreciate them and know them well. The school uses its values of 'ambition, determination, excellence, integrity, kindness and respect' to create a shared ethos and expectations of behaviour and conduct, as well as preparing pupils for life in modern Britain. Pupils are proud of how behaviour has improved in recent years. Their behaviour is calm and settled. Pupils feel safe and know how to report any concerns, including bullying, however rare. Even during an unexpected event, such as a breaktime snowstorm, pupils maintain sensible demeanours. The small number of pupils who find behaving well more difficult receive very effective, individualised support. Consequently, pupils recognise that behaviour systems are both fair and highly effective. The school takes care to get to know pupils and families as well as possible. As a result, any barriers to learning or wellbeing are quickly identified and minimised. Because of this, pupils are able to engage well in their learning and participate fully in school life. Pupils with special educational needs and/or disabilities, or disadvantaged pupils, are supported effectively in class and participate frequently in the school's extra-curricular activities. Pupils’ attendance has rapidly improved over the last few years, and they now attend well. This helps them to achieve more and make more progress in lessons. Similarly, the school’s recent focus on consistent and high-quality teaching is welcomed by pupils, who see the difference this has made. They know that staff want them to do well and help them to achieve, including planning for their futures. Because of this, pupils are increasingly well prepared for their next steps, although at present, not all pupils achieve as well as they should in national tests such as GCSEs.

What the school should improve

• Leaders should maintain careful checks to ensure that their range of new strategies are having the intended impact. This needs to result in all pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, achieving well in national assessments such as GCSEs and BTECs. • Leaders should ensure that pupils are readied for their continued education by ensuring that support for writing and oracy enables all pupils to consistently use, apply and develop their knowledge, both orally and in their written work.

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