Wednesbury Oak Academy

What Ofsted said

From the inspection on 24 March 2026

Pupils are at the heart of everything this school does. This is because leaders ensure that pupils develop a deep understanding of the school’s HEART values. For example, pupils can explain the meaning of values such as ‘aspire’, saying this is being able to reach your potential. Pupils believe that these values help them in school and life. There is a real family feel to this school. Pupils say they feel safe because ‘we are a family, we work together and get on’. Pupils’ behaviour is impressive. They behave very well in class and around the school. Pupils are very welcoming and polite. They know the school rules of ‘be kind, work hard, try your best’. They understand that these are important so everyone gets along well. Pupils treat each other with care and understanding. Bullying is rare. Leaders are ambitious for pupils to attend school well. There is a myriad of support for families who struggle with their child’s attendance. Pupils who miss too much time off school receive support, which ensures that their attendance improves. Committed staff ensure that pupils achieve well. Many pupils start school at levels below those expected for their age. By the time pupils leave school, by far the majority are achieving as well as those nationally. Central to this is the way staff identify possible barriers to learning pupils may have, particularly if pupils are disadvantaged. Pupils find the school’s curriculum engaging and exciting. They love to talk about what they have learned. They are well prepared for the next step of their education. Leaders ensure that pupils are aspirational for their future. Pupils know what to do to reach these aspirations. Leaders nurture pupils’ talents and interests well. For example, talented geographers or historians become ‘history heroes’ or members of the ‘geography gang’.

What the school should improve

• Leaders should embed the strategies and support in place to improve pupils' attendance so that these have a long-term impact on pupils attending school.
• Leaders should ensure that staff support pupils at the early stages of writing so that pupils secure important knowledge and skills in spelling, punctuation and handwriting.
• Leaders should support staff to adapt learning for pupils with special educational needs and/or disabilities so that these pupils learn well in all subjects.

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