Oak View School

Inspection of Oak View School Whitehills Road, Loughton, Essex IG10 1TS

p.1

Inspection dates: 23 and 24 November 2022

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Sixth-form provision Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 23 and 24 November 2022

p.1

What is it like to attend this school?

Pupils are so proud of their school. They learn a curriculum that equips them with important life skills. Pupils enjoy their studies. Most focus hard on each activity, even when it demands a lot of them. From early years through to the sixth form, pupils grow in confidence and become more assured communicators.

p.2

What is it like to attend this school?

Adults care for pupils with dignity and respect. Staff are tuned into pupils’ capabilities and needs. Pupils get support to become more independent in their decision-making. They learn to socialise and enjoy each other’s company. Pupils celebrate each other’s successes.

p.2

What is it like to attend this school?

All pupils have special educational needs and/or disabilities. Pupils learn to manage their emotions due to the help from skilled staff. As a result, pupils increasingly make positive decisions about their feelings, behaviour and movement. Pupils and staff contribute to the school’s happy, productive atmosphere.

p.2

What is it like to attend this school?

Pupils are safe. They indicate that they feel safe, including from bullying. Pupils say that, if they were anxious or worried, they would turn to staff for help.

p.2

What is it like to attend this school?

Pupils gain important experience of life beyond the school gates. They like to represent their school. They enjoy the ‘special jobs’ they have to do, such as recycling, shopping or helping out on the local allotments.

p.2

better?

Leaders want pupils to be the best, fullest version of themselves. Leaders have made bold changes so that this vision becomes reality. Three years ago, leaders carried out a root-and-branch review of the curriculum. They plotted a course of action to place ‘learners at the centre of learning’. Leaders have designed a curriculum matched to pupils’ needs and capabilities. This helps many pupils to achieve well.

p.2

better?

All pupils have an education, health and care (EHC) plan. Leaders identify and assess pupils’ needs in considerable detail. Leaders work alongside external professionals so that pupils get the support that they require. Leaders support teachers to adapt the curriculum to meet these needs.

p.2

better?

Leaders view communication as key to pupils’ preparation for adulthood. Many pupils have little or no verbal communication when they join the school. Staff have strong knowledge of different forms of communication. They apply this effectively to adapt their teaching to pupils’ communication needs.

p.2

better?

Leaders have put in place a new phonics programme. Teachers teach this increasingly well. Pupils learn important knowledge that helps them to become better readers. 23 and 24 November 2022

p.2

3

Leaders recognise the impact of skilful storytelling. From the start of early years, teachers read and sing enthusiastically to children. Pupils like this. They become interested in, and learn to handle, books. Pupils are keen to follow storylines.

p.3

3

Leaders have identified that aspects of the communication learning pathway could be better. For example, some pupils need more precise support once they have become more accomplished readers.

p.3

3

Across the rest of the curriculum, pupils, including students in the sixth form, follow learning pathways that are carefully crafted to meet their needs. Teachers design learning activities that interest pupils. Teachers break learning down into manageable pieces. Support staff play their part in helping pupils learn. Staff know pupils well. Adults spot the steps of progress that pupils make, no matter how small. Pupils’ achievements are enthusiastically celebrated.

p.3

3

Leaders’ work to develop the curriculum is ongoing. For example, they continue to develop aspects of the physical/sensory learning pathway so that pupils receive a more structured physical education (PE) offer.

p.3

3

From the start of early years, children learn to follow routines. This structured approach gives pupils a sense of security. They learn to behave well. Their behaviour improves over time. Staff know the signs that indicate that a pupil may need additional support, such as a sensory break. Pupils respond well to this support. They often return to learning quickly. Many pupils engage fully with their learning. At times, staff are slow to spot when some pupils are not focused on the activity in hand. This means that some pupils are not refocused as swiftly as they could be.

p.3

3

Leaders provide ample opportunities for pupils’ personal development. Pupils learn the importance of routines, rules and consideration for others. Staff give pupils plenty of chances to make their own choices too. Pupils learn important messages about relationships, personal hygiene and making safe choices. Pupils, including students in the sixth form, get suitable careers advice. This helps them to set realistic personal goals in preparation for the next steps in their lives. Sixth-form students gain useful experience of the world of work.

p.3

3

The trust and local governing body provide leaders with appropriate scrutiny. They, like school leaders, know the importance of having motivated, well-trained staff. Leaders ensure that staff have the training they need to provide well for pupils. Staff enjoy their work and consider that leaders are considerate of their well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have established a robust safeguarding culture. The trust and governors are diligent in making sure that this is the case. 23 and 24 November 2022

p.3

4

Leaders make sure that staff receive appropriate training. They understand the importance of being on the lookout for signs that a pupil may be at risk of harm. Staff use school processes to report any concerns about a pupil they have. Leaders take appropriate steps to ensure that pupils get the help that they need.

p.4

4

Pupils are taught appropriate knowledge and strategies to keep themselves safe, including when online.

p.4

(Information for the school and appropriate authority)

 Leaders have made considerable alterations to the curriculum that pupils learn. Leaders’ work is bearing fruit in many areas. Leaders need to continue this work so that more accomplished readers get the precise support they need to make stronger progress in reading, and pupils who are ready to develop their PE skills and knowledge further access a more structured PE curriculum.  Occasionally, staff are too slow to notice when some pupils lose focus on their learning. This leads to some pupils not engaging in their learning for too long in some classes. Leaders need to make sure that staff are swift to spot this and take appropriate steps when a pupil’s attention drifts away from learning.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 23 and 24 November 2022

p.4

School details

School category Academy special converter

p.5

sixth form

Date of previous inspection Not previously inspected

p.5

Information about this school

 Oak View School is a small special school.  All pupils attending the school have an EHC plan. Many have severe learning difficulties. Some have profound, multiple learning difficulties.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 23 and 24 November 2022

p.5

6

 Inspectors met with the headteacher, other senior leaders, teachers and support staff.  Inspectors met with four groups of pupils. Inspectors also observed pupils at break- and lunchtimes.  The lead inspector met with three members of the local governing body (LGB), including the chair of the LGB.  The lead inspector also met with the chief executive officer of Epping Forest Schools Partnership Trust.  The lead inspector spoke via telephone to a representative of Essex local authority.  Inspectors carried out deep dives in these learning pathways: communication, creative, independence and physical/sensory. For each deep dive, inspectors spoke with school leaders and teachers, looked at curriculum documentation, visited lessons, spoke with pupils and looked at examples of pupils’ work.  To check the effectiveness of safeguarding, inspectors checked the single central record of pre-appointment checks, looked at safeguarding documentation, spoke

p.6

6

with staff and governors, and spoke with a representative from Essex local authority.  Inspectors considered the views expressed in the 29 responses to Ofsted Parent View and in two emails received over the course of the inspection.

p.6

Inspection team

John Lucas, lead inspector His Majesty’s Inspector

p.6

Inspection team

Paul Wilson His Majesty’s Inspector 23 and 24 November 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7