Shire Oak Academy

What Ofsted said

From the inspection on 21 January 2025

Standards at Shire Oak Academy have been too low for too long. Pupils' experiences are very poor. For example, several pupils and their parents and carers who shared their views during the inspection are frustrated with the many inconsistencies in how the school manages pupil conduct. Too many pupils miss too much time in school as the school has not instilled the value of regular attendance. Those pupils who are more vulnerable have especially high rates of absence. Furthermore, some pupils truant from lessons, which causes disruption to the operation of the school. Although the school has reviewed the curriculum with the support of the trust, pupils' experiences of learning remain very weak. There has been disruption to staffing, which has hampered the school's efforts to make improvements. Actions to stem the decline have not had an impact. All this contributes to pupils' academic achievement being very poor. The one exception to this is the sixth form, where pupils speak more highly of their experience and how they are supported in their learning.

What the school should improve

• Far too many pupils often miss school and too many pupils truant lessons. This means these pupils have an episodic experience of education and miss out on personal development opportunities. The school should put in place effective strategies that result in improved attendance, both at school and in lessons.
• Trustees, governors and trust leaders have not held the school to account effectively for key aspects of the school's work, and improvements have been implemented too slowly. As a result, weaknesses have been allowed to persist, and standards have dropped. Trustees, governors and trust leaders should ensure that there are clear systems of accountability and that their challenge and support for leaders is based on a secure understanding of the school's current weaknesses and needs.
• The school's behaviour policy is inconsistently implemented. As a result, poor or inappropriate behaviour is not dealt with effectively. The school should ensure that its behaviour policy is fit for purpose, that staff understand how to manage poor behaviour and receive support to implement the school's policy consistently.
• The school has not ensured that the curriculum is implemented to an effective standard, for example, in the selection of tasks or checking of understanding. This means that pupils are not receiving an adequate quality of education, so they do not make the progress they should. The school must ensure that teachers have the subject knowledge they need to teach the curriculum as leaders intend.
• The experience of more vulnerable pupils at the school, including pupils who are disadvantaged and pupils with SEND, is especially poor. As a result, their achievement, attendance and participation in the life of the school are weak. The school should ensure that the most vulnerable pupils in their community are prioritised through strategic developments, such as the pupil premium strategy and whole-school provision for pupils with SEND, such that their experience of school improves. HMCI strongly recommends that the school does not seek to appoint early career teachers. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.

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