Oakwood Community School

Oakwood Community School

Address: Heath Road, Barlestone, Bagworth, Leicestershire, Leicestershire, CV13 0JD Unique reference number (URN): 128078

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

p.1

Achievement Expected standard

The school keeps a close eye on how well all pupils achieve, including those who are disadvantaged and those known to social care, at each stage of their education. Pupils' progress against individual targets are closely monitored. From their relative starting points, pupils generally achieve well. This is evident in the quality of work they produce, as well as their confidence in explaining their learning. For example, in science, one pupil group could explain in detail the process of energy dispersal.

p.2

Achievement Expected standard

Leaders have identified that some pupils do not write as well as they could. Some do not develop a fluent handwriting style or form letters accurately. Pupils report that this slows the pace of the work. In response, leaders have revised their approach to writing. However, this is at an early stage of implementation and is not yet bringing about the necessary improvements.

p.2

Attendance and behaviour Expected standard

Pupils attend well from their starting points. The school monitors attendance rigorously. Roles and responsibilities are clear, and swift action is taken, when pupils are absent. Home visits and welfare checks are routinely used to ensure that pupils are safe.

p.2

Attendance and behaviour Expected standard

Leaders take a highly personalised approach to behaviour. They quickly develop a secure understanding of each pupil. Leaders carefully consider placements to ensure the school is confident it can meet individual needs. Support plans and risk assessments accurately set out the barriers that pupils face. They identify the help and support that should be in place. Leaders check regularly that support is working as intended. As a result, behaviour across the school is calm and settled. Pupils have positive attitudes to learning. Incidents of poor behaviour are rare. Leaders analyse records closely to improve provision. Pupils typically behave well. Many are polite and courteous, holding doors open and greeting adults in a friendly manner. Breaktimes are happy, sociable times, where pupils select the spaces and activities that work best for them. The art ‘chill-out’ room is very popular. Suspensions are

p.2

Attendance and behaviour Expected standard

rare but used appropriately. They have a demonstrable, positive impact. Repeat suspensions are uncommon.

p.2

Curriculum and teaching Expected standard

Overall, the school’s curriculum is well planned and sequenced so that learning builds cumulatively over time. In the majority of subjects, the curriculum makes clear the precise content that pupils are expected to know and remember. However, some subject curriculums are in the earlier stages of development or in the process of being revised and improved so that they fully align with recently introduced examinations courses.

p.2

Curriculum and teaching Expected standard

Teachers know pupils well. They skilfully adapt lessons so that all pupils achieve. Pupils' special educational needs and/or disabilities are carefully considered. Teachers have secure subject knowledge and use this to make learning engaging. Leaders have an accurate understanding of the quality of teaching in their school. They put in place further support and training where needed. They routinely check that teaching is having the desired, positive effect on pupils’ achievement.

p.2

Curriculum and teaching Expected standard

The school typically ensures that any gaps in pupils’ early learning are addressed. The schools’ phonics teaching is working well to ensure that any gaps in pupils’ early reading are identified and addressed. Younger pupils quickly learn the sounds that different letters make. The books that pupils read are typically closely matched to the sounds that they know.

p.3

Inclusion Expected standard

Leaders are ambitious for every pupil. They are committed to ensuring that all pupils, including those who are disadvantaged or known to social care, receive the education and support they need to flourish. Staff develop a detailed understanding of pupils' individual needs. They use this to identify short, medium and long ‑ term goals.

p.3

Inclusion Expected standard

The school skilfully distils targets in education, health and care plans into manageable, well ‑ sequenced steps. Provision is adapted promptly in response to pupils’ changing needs. Leaders check regularly to ensure that support remains well matched to pupils' needs and is working well.

p.3

Inclusion Expected standard

Regular, high ‑ quality training ensures that staff are equipped to meet the full range of pupils’ needs. The school works well with parents, placing authorities and external specialists, including therapists and mental health professionals.

p.3

Inclusion Expected standard

Looked-after children receive the right support at the right time. The school works effectively with local authorities to ensure that these pupils’ personal education plans are current, and accurately reflect the help that they need, so that this can be delivered well.

p.3

Inclusion Expected standard

Alternative provision is used appropriately. The full range of necessary checks are carried out. Placements are monitored closely to ensure that they are working well. Leaders act decisively when placements do not bring about the intended outcomes.

p.3

Leadership and governance Expected standard

Leaders’ mantra of ‘head, heart and hands’ drives the school. They have created a calm, nurturing and welcoming ethos. Pupils are well cared for and understood. Their interests come first.

p.3

Leadership and governance Expected standard

Leaders know their school well. They understand what works well and where improvements are needed. The proprietor maintains clear oversight. This ensures that leaders understand their roles and continue to strengthen the school. Staff understand the school’s priorities and feel part of its strategic direction. Training ensures that staff understand their roles and can execute them effectively.

p.3

Leadership and governance Expected standard

Leaders’ actions enable pupils, from their starting points, to achieve well. However, while leaders routinely check the impact of their work, at times they do not fully evaluate thoroughly enough how well it impacts on different pupil groups. As such, they do not have as detailed a view as they should of how different groups of pupils, including those who are disadvantaged and those known to social care, achieve over time. Leaders have created a committed and nurturing team of staff. Staff are proud to work at the school. They value leaders’ support for workload and wellbeing. One staff member said, ‘There is a genuine open ‑ door policy. There’s no such thing as a silly question.’

p.3

Personal development and wellbeing Expected standard

The school prioritises pupils’ personal development and wellbeing. This is to enable pupils to fully access the curriculum and to be ready for life beyond the school.

p.4

Personal development and wellbeing Expected standard

The school’s curriculums for personal, social and health education and relationships and sex education are well organised. The curriculum re-visits content over time. Teachers skilfully adapt content so that it is closely aligned to pupils' knowledge and understanding. Pupils are taught about right and wrong. They learn about a wide range of different people and cultures from around the world. They learn about the protected characteristics and fundamental British values. They understand that it is important to treat everyone equally and with respect. They learn how to stay safe in the community and online.

p.4

Personal development and wellbeing Expected standard

Pupils' social, moral, spiritual and cultural development is purposely woven into the curriculum. It is supported by weekly voting activities, where pupils reflect on issues that allow them to consider their views and how they might differ from those of others. Pupils take an active role around the school, including to help tidy, look after the chickens and help out in the school grounds. The school council makes regular representation to school leaders, making their requests clear. This has resulted in the installation of outdoor swings, a science lab and the ever-popular chickens. Pupils have more recently requested a trampoline that leaders have agreed to provide. Pupils value being heard.

p.4

Personal development and wellbeing Expected standard

The school offers a broad range of enrichment activities and experiences. These include pumpkin picking, tobogganing, horse riding, country walks and golf lessons to mention but a few. Pupils also benefit from a wide range of sporting, art and musical activities. Pupils fondly recall their Remembrance Service, which was aided by a pupil playing the bagpipes. The school makes sure that no one misses out.

p.4

Post 16 provision Expected standard

The Post ‑ 16 provision is fully integrated into the life of the school. Students benefit from the same high ‑ quality experiences that shape learning elsewhere. Leaders ensure that programmes are designed around students’ starting points and ambitions. Staff identify vocational goals early and use these to guide curriculum choices. As a result, students understand the qualifications and skills they need for their next steps and are committed to achieving them. Teachers implement the curriculum well. They check learning closely and intervene quickly when gaps appear. Consequently, students make effective progress from their relative starting points.

p.4

Post 16 provision Expected standard

The school offers a broad range of qualifications, including an increasing range of GCSEs and vocational accreditations, such as land management, first aid and social care. Nearly all students complete their chosen pathway successfully.

p.4

Post 16 provision Expected standard

Careers information, education, advice and guidance are of high quality. Students are helped to clarify aspirations and understand the routes available to them. Post ‑ 16 students also benefit from the school’s wider offer. They take part in the same enrichment, leadership and community opportunities as their peers. This prepares them well for the next stage of education, employment or training.

p.4

Post 16 provision Expected standard

Leaders have an accurate understanding of the quality of post ‑ 16 provision.

p.5

What it's like to be a pupil at this school

Oakwood Community School is driven by its ‘head, heart and hands’ philosophy. This is made up of academic learning, therapeutic care and vocational development. This enables pupils to make effective progress from their individual starting points. Pupils enjoy learning, make significant strides in their personal development and are well prepared for life beyond the school.

p.5

What it's like to be a pupil at this school

The school knows each pupil well. It understands the barriers that pupils’ special educational needs and/or disabilities (SEND) present. Staff identify needs precisely and put in place tailored support to ensure that each pupil’s ‘heads, hearts and hands’ get the help that they need. Leaders regularly review provision and make skilful adaptations where needed. As a result, all pupils, including those who are disadvantaged and those who are known to social care, achieve well. They feel a strong sense of belonging and are well prepared for their next stages.

p.5

What it's like to be a pupil at this school

Relationships across the school are consistently positive. Staff listen to pupils. Pupils respond by working hard and behaving well. Classrooms are calm and purposeful. Pupils support one another. Many show a high degree of courtesy, including greeting visitors politely and holding doors open for adults. Bullying is rare. When disagreements do occur, staff address them promptly and help pupils learn from the experience. Pupils feel safe and trust staff to help.

p.5

What it's like to be a pupil at this school

Attendance is monitored closely. Leaders work with families to ensure that pupils attend regularly. Pupils are keen to be in school because they enjoy what it offers.

p.5

What it's like to be a pupil at this school

Pupils benefit from a wide range of experiences beyond the classroom. The multi ‑ acre forest, sensory spaces, atrium, outdoor equipment and the ‘Womble Pod’ underground classroom provide rich opportunities to explore, socialise and learn. Pupils help to keep the school tidy and organised. They also take responsibility for caring for the school’s chickens and take pride in the newly refurbished nurture unit.

p.5

Next steps

Leaders should continue to ensure checks of their work provide full insight into its impact on different pupil groups. Leaders should complete work to the curriculum so that it is fully planned and sequenced across all subjects.

p.5

Independent school standards

Independent school standards are either met or not met for each category. Leaders should continue their work on writing so that pupils consistently form letters accurately and go on to develop a fluent handwriting style.

p.6

About this inspection

The schools email address is info@ocschool.co.uk

p.6

About this inspection

The fees currently charged are from £58,800

p.6

About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, senior leaders, groups of staff and pupils and the chair of the proprietor body.

p.6

About this inspection

The chair of the proprietor body is Mandy Cheriton-Metcalfe.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school caters for pupils with social, emotional and mental health needs and moderate learning difficulties and/or a diagnosis of autism spectrum disorder. All pupils have education, health and care plans.

p.6

About this inspection

The school uses 5 unregistered alternative providers.

p.6

About this inspection

The school is located at Heath Road, Barlestone, Bagworth, Leicestershire, Leicestershire CV13 0JD. The school's second site, Cedarwood, is located at Chantry Lane, Leicester LE3 9QJ.

p.6

About this inspection

Since the school last standard inspection, the school has been permitted to increase the number of pupils that it admits. It has also extended to its second site, Cedarwood.

p.6

About this inspection

1. Quality of education provided Standards met All standards have been met.

p.6

About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards met

p.7

About this inspection

3. Welfare, health and safety of pupils Standards met

p.7

About this inspection

4. Suitability of staff, supply staff, and proprietors Standards met

p.7

About this inspection

5. Premises of and accommodation at schools Standards met

p.7

About this inspection

6. Provision of information Standards met

p.7

About this inspection

7. Manner in which complaints are handled Standards met

p.7

About this inspection

8. Quality of leadership in and management of schools Standards met

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.8

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.9

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.9

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.9

Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

p.9

Insufficient evidence

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.9

Insufficient evidence

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.9

Insufficient evidence

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.9

Insufficient evidence

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

p.9

Insufficient evidence

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

p.9