Oakwood School

What Ofsted said

From the inspection on 24 February 2026

Generally, pupils are happy in school, and most enjoy the wider opportunities available to them. The many sporting clubs and performing arts showcases help pupils to feel part of a supportive community. Pupils recognise how participation in The Duke of Edinburgh's Award scheme helps them build important skills of resilience and teamwork. Pupils typically show respect towards each other and staff. They know that everyone should be treated equally, regardless of differences. However, pupils do not have a secure understanding of fundamental British values, such as tolerance. Pupils benefit from a broad, ambitious curriculum. Recent improvements in the quality of teaching mean that pupils are more engaged in their learning. However, too much inconsistency remains in how well the curriculum is taught. This means that the experience of pupils in the classroom is variable. Consequently, some pupils develop gaps in their knowledge and do not achieve as well as they should. Leaders are committed to ensuring that pupils who experience barriers to their learning get the help they need. Staff identify pupils' needs well. Pupils who need specialist support receive this in a timely way. As a result, pupils with special educational needs and/or disabilities achieve well from their individual starting points. The vast majority of pupils conduct themselves well around school and in lessons. Behaviour in lessons is generally calm. Pupils typically follow the school's agreed rules. Where pupils require help to manage their behaviour, the school provides the support they need. Pupils' experiences during social times are more varied because staff do not always have high-enough expectations of how pupils should behave. Pupils report that they feel safe. Younger pupils are confident that instances of bullying are rare. Older pupils are more likely to experience derogatory language. However, leaders take effective action to address this when it is reported.

What the school should improve

• Leaders should strengthen their systems for evaluating the impact of their work, and raise their expectations for behaviour and achievement, so that they can make the necessary improvements to provision for pupils.
• Leaders should ensure that highly effective teaching is embedded across the school so that all groups of pupils, including disadvantaged pupils and high prior attaining pupils, learn and achieve well.
• Leaders should ensure that teachers routinely use checks on learning to adapt their teaching consistently in order to address gaps and misconceptions in pupils' knowledge, so they make secure progress through the curriculum.
• Leaders should build on their recent work to improve behaviour by ensuring that staff apply the agreed behaviour expectations consistently.
• Leaders should strengthen their attendance strategy to ensure that all pupils attend well, particularly those with special educational needs and/or disabilities.
• Leaders should evaluate the impact of the personal, social and health education curriculum to ensure that pupils have a secure understanding of fundamental British values and protected characteristics so they are well prepared for life in modern Britain.

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