Oakwood House Independent School

Inspection of Oakwood House Independent School Oakwood House (Woodlands Court), Boston Road, Kirton, Boston, Lincolnshire PE20 1DS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Does the school meet the independent school standards?

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What is it like to attend this school?

The school’s guiding principle is that every pupil deserves the best possible education. Pupils are provided with another chance to engage in learning after lengthy periods of time when they have not attended school. Oakwood House is a safe space where pupils’ experience of education is transformed. Pupils appreciate the difference the school has made to their lives and the help they have received to change for the better. Parents and carers also value the school. One parent’s comment was typical of many, ‘My child can now access the wonderful education they are entitled to’.

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What is it like to attend this school?

The school is aspirational for all pupils. Staff are sensitive to the personal difficulties that pupils face. They show immense kindness to pupils while being firm. They challenge pupils to do their best in lessons and behave well. They provide pupils with the personal strategies they need to make the right choices. Increasingly, pupils strive to meet the school’s high academic expectations of them. They realise their futures are full of possibilities. For example, older pupils plan to continue their education after they leave the school. Over time, pupils learn to manage their feelings and begin to enjoy positive relationships with their peers.

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better?

Pupils are offered a broad and balanced curriculum. In each subject, the knowledge that pupils need to learn is clearly identified. This knowledge is broken down into smaller chunks to ensure that pupils build up a strong body of knowledge over time. The key stage 3 curriculum provides pupils with the knowledge they need as they move to the next stage in their education. Pupils in key stage 4 can take the same national tests as their peers.

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better?

The school’s ambition is that the curriculum will be aspirational, inspirational and bring learning to life for pupils. Typically, staff present new learning well. For example, in Year 11 English, pupils analysed Martin Luther King’s ‘I have a dream’ speech. They discussed the use of imagery, emotive language and rhetorical questions. Pupils applied this knowledge well to write their own speeches. In mathematics, pupils refer to the buildings they saw on their recent visit to London as they learn about scale.

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better?

Pupils have missed significant learning as a result of their previously disrupted education. The school works with tenacity to ensure that pupils attend on every possible school day. Most pupils’ attendance has improved over time. As pupils join the school, detailed checks are made on the gaps they have in their knowledge, as well as their skills and attributes. Pupils’ additional special educational needs and/or disabilities (SEND) are well known. This information is used exceptionally well to create individual targets that support pupils to increase their academic knowledge and broader personal development. Nevertheless, sometimes the support strategies used to engage pupils in their learning are not as effective as the school intends. Some pupils do not consistently exhibit positive attitudes to their learning. 1 to 3 April 2025 Sometimes they miss too much learning when they do not participate in, or leave,

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better?

their lessons. This limits them from learning as well as they could.

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better?

The school has made reading a priority. Many pupils are confident and fluent readers. Pupils who need more help to develop their reading skills receive extra lessons. This helps them to improve their confidence and ability to read fluently. Staff choose texts to engage pupils in reading. For example, newspaper articles on topics that interest them such as ‘fast fashion’, graphic novels and playscripts. The school has recently introduced ‘Me Rewards’ to motivate pupils to read regularly.

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better?

The school offers a strong personal development programme for pupils. Pastoral support is at the heart of this work. Staff are trained to spot and step in promptly to help pupils manage their feelings. In personal, social and health education (PSHE) pupils learn about healthy lifestyles, how to maintain positive relationships and the importance of appropriate online behaviour. Pupils have a voice through the ‘student council’. They learn about the British parliamentary system. A recent visit from their local member of parliament brought this concept to life. Pupils have access to clubs and sporting activities. As pupils demonstrate a greater ability to regulate their emotions they are offered a wider range of opportunities. Some pupil groups have recently visited a modern-art gallery in London and a ‘gaming’ convention in Birmingham. Pupils receive appropriate careers advice and guidance. They develop

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better?

key skills such as resilience and independence. This prepares them increasingly well for the next stage of their education, employment or training.

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better?

Staff enjoy working at the school. They appreciate the support from leaders and say that their workload and well-being is considered. They are well equipped to carry out their roles with skill and professionalism.

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better?

The proprietors know the school well. They take an active interest in the day to day running of the school. They complete their own quality assurance activities and have a clear and accurate picture of the school. They ensure that the independent school standards (the standards) are met consistently and that the school complies with schedule 10 if the Equality Act 2010. They make frequent checks on the health, safety and welfare of pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The strategies that the school uses to engage pupils in their learning are not consistently effective. There are occasions when pupils do not have a positive attitude to their learning. They do not engage well in their lessons and as a result do not learn as well as they could. The school should ensure that pupils continue 1 to 3 April 2025 to develop the skills and attributes they need to engage more consistently in their learning.

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 1 to 3 April 2025

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School details

Unique reference number 150706 DfE registration number 925/6066

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School details

Inspection number 10374834 Type of school Other Independent Special School

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School details

Proprietor Oakwood House Independent School Ltd

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School details

Annual fees (day pupils) £48,000 to £60,000

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School details

Date of previous inspection Not previously inspected 1 to 3 April 2025

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Information about this school

 The school is an independent special school. The school was registered by the Department for Education in April 2024. This is the school’s first standard inspection.  The school is based at Oakwood House (Woodlands Court), Boston Road, Kirton, Boston, Lincolnshire, PE20 1DS.  The school is registered for pupils aged 11 to 16-years-old. There are currently 34 pupils on roll. The school specialises in providing education for pupils with social, emotional and mental health needs. All pupils have an education, health and care plan.  The school does not use alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school 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.  Inspectors held meetings with the headteacher, deputy headteachers, proprietors and leaders for teaching and learning and special educational needs.  Inspectors carried out deep dives in these subjects: English, mathematics and PSHE. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector reviewed the school’s curriculum for other subjects and listened to pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single

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Information about this inspection

central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with pupils in lessons and at other times of the school day. They observed pupils’ behaviour in lessons and at lunchtime.  Inspectors met with members of staff. The views of parents were gathered through discussion and Ofsted’s survey, Parent View. 1 to 3 April 2025  Inspectors checked compliance with the independent school standards throughout the inspection, including a tour of the school site, discussions with leaders and a review of relevant documentation.

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The school’s proposed change to a maximum of 65 pupils with an age

range of 11 to 16. The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.  The outcome of this part of the inspection is: the school is likely to meet the

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Information about the material change inspection

 The school has a comprehensive safeguarding policy that follows the latest government guidance and is available on the school website. Safeguarding leaders have a clear understanding of their responsibility to keep pupils safe. They ensure that staff have appropriate safeguarding training. Staff are well- equipped to identify, and report concerns about pupils who may be at risk. The school takes effective action when concerns are raised.  The school has ensured that there is a detailed health and safety policy in place. The proprietors have established robust fire safety procedures in place that are compliant with the Regulatory Reform (Fire Safety) Order 2005.  Levels of supervision are high to reflect the complexity of pupils’ needs. The school intends to employ additional staff to ensure they continue to provide a safe environment should the material change be approved.  There are secure arrangements in place to identify risks, including a suitable risk

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Information about the material change inspection

assessment policy. In addition to specific risk assessments, the school has completed bespoke risk assessments for all pupils.  The school prioritises the appointment of suitable staff. The required pre- employment checks on all adults connected with the school are completed. The school’s single central record meets statutory requirements.  The school premises is suitable to accommodate the proposed material change. Work to the upper floor of the current building is complete and appropriate for the education of pupils. Classrooms and other areas are well-maintained and suitably resourced.  Leaders have significant experience in providing education for pupils with social, emotional and mental health needs. They ensure that pupils benefit from a well- designed curriculum in a safe and nurturing environment.

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Inspection team

1 to 3 April 2025 Caroline Poole, lead inspector His Majesty's Inspector

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Inspection team

Chris Stevens Ofsted Inspector 1 to 3 April 2025 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.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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