Oakwood School

Oakwood School

Address: Balcombe Road, Horley, Surrey, RH6 9AE Unique reference number (URN): 125273

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Expected standard

Leaders have prioritised their work on inclusion. Most disadvantaged pupils and those with special educational needs and/or disabilities (SEND) feel well supported. Pupils in the specially resourced provision for pupils with SEND feel a clear sense of belonging in this nurturing environment.

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Inclusion Expected standard

The school has strengthened the systems to identify pupils who may face additional barriers to their academic achievement and wellbeing. Leaders use this information to put in place appropriate support, including from external agencies. Staff are knowledgeable about which pupils need extra help to access the curriculum. Teachers are well trained to provide appropriate adaptations in the classroom. Leaders have made strategic decisions about how to support disadvantaged pupils to secure basic skills in reading and mathematics. Consequently, gaps in knowledge, including for some disadvantaged pupils, in key stage 3 are closing more quickly. Some aspects of inclusion are being refined. This includes how leaders monitor the impact of the additional support they provide and how they share information with parents.

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Inclusion Expected standard

Leaders work closely with parents to ensure that alternative provision is used in the best interests of pupils. The school regularly checks the progress of pupils in these settings. Leaders establish effective partnerships with the virtual school. Consequently, children known to social care benefit from carefully considered pastoral support.

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Achievement Needs attention

Many pupils, including disadvantaged pupils and some pupils who previously attained highly, do not achieve as well as they should in national examinations. Due to the inconsistencies in teaching, the achievement of pupils across the curriculum is variable. In some subjects, pupils use technical vocabulary accurately and write at length. However, in some subjects, uncorrected errors in spelling, punctuation and grammar mean that pupils repeat errors over time.

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Achievement Needs attention

Over time, pupils' attainment in national tests has been broadly close to national averages. Most pupils successfully progress on to further education, employment or training. The strategic support that is put in place for disadvantaged pupils means that these pupils are now typically achieving well across subjects at key stage 3. The majority of pupils with special educational needs and/or disabilities (SEND) achieve well from their individual starting points. However, low attendance means that some pupils with SEND continue to have gaps in their knowledge and understanding.

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Attendance and behaviour Needs attention

Too many disadvantaged pupils and those with special educational needs and/or disabilities do not attend school as regularly as they should. Leaders have taken effective action to tackle overall low attendance. The school closely monitors trends in absence and works closely with external agencies to understand the main barriers to attendance. This enables the school to put specific support in place. This includes helping pupils to manage their worries at the start of the day and drawing on the expertise of other professionals. Consequently, overall attendance has improved and rates of persistent absence have fallen.

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Attendance and behaviour Needs attention

The school's behaviour policy is not consistently applied by staff, and the expectations of pupils' behaviour are not high enough. However, leaders have taken effective action to secure improvement in pupils' attitudes to learning. Behaviour in lessons is generally calm and pupils are typically engaged. During social times, younger pupils show respect for one another and the staff supervising them. However, older pupils show less respect for the school environment. Often, poor behaviour is unchallenged by staff. Younger pupils report that instances of bullying are rare. Leaders take swift action to address any incidents of discriminatory behaviour so they are not repeated.

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Curriculum and teaching Needs attention

Teaching is not of a consistently high quality, and the expectations of what some pupils can do are not high enough. Leaders have identified appropriate actions to tackle weaknesses. The professional learning programme provides teachers with effective training on the school's chosen approach. While this is helping to bring about improvements, the experience of pupils across the curriculum remains variable.

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Curriculum and teaching Needs attention

The school's curriculum is broad and well planned in each subject. Teachers have secure knowledge of the subjects they teach. Learning is planned to develop pupils' technical vocabulary. Typically, teachers routinely check what pupils know and can do. However, this information is not always used to adapt learning activities. Consequently, some pupils' misconceptions are not addressed, and other pupils are not sufficiently challenged.

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Curriculum and teaching Needs attention

Pupils who need additional support in reading, writing and mathematics benefit from well- planned small-group teaching. This enables them to catch up quickly. Pupils with special educational needs and/or disabilities (SEND) have clear learning plans. Generally, teachers adapt resources and activities well to enable pupils with SEND to access the curriculum. However, high rates of absence mean that pupils with SEND are not always supported to catch up on missed learning.

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Leadership and governance Needs attention

Leaders are not precise enough in their understanding of what needs to improve. As a result, the quality of the school's provision is variable. In some areas, leaders have taken clear action to improve. They have prioritised inclusion and increasing pupils' overall attendance. However, many pupils do not learn or achieve as well as they should. Inconsistencies in the quality of teaching have not been addressed sufficiently well. While pupils generally behave in lessons, not enough action has been taken to address pupils' behaviour at other times of the day. Pupils do not have a secure understanding of the expectations leaders have of their behaviour and conduct. The agreed approaches to behaviour are not consistently applied by staff.

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Leadership and governance Needs attention

Governors have a detailed understanding of the school's work and their statutory responsibilities. Ongoing training provides governors with the knowledge they need to hold leaders to account effectively. Governors support leaders to prioritise the wellbeing of staff. Early career teachers feel well supported and have meaningful opportunities to develop their expertise.

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Leadership and governance Needs attention

Leaders at all levels care deeply about pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. The professional learning programme has been designed to tackle some of the inconsistencies in practice. This is leading to improvement in many areas of the school's work. Regular monitoring of teaching has enabled leaders to take decisive action in addressing individual weaknesses. However, leaders' evaluation of the school's strengths is too positive. Consequently, expectations of pupils' behaviour and achievement are not high enough.

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Personal development and wellbeing Needs attention

Pupils learn about fundamental British values. Most pupils understand that everyone should be treated equally. Pupils value how individual differences are accepted. However, a significant minority of pupils do not have a secure understanding of British values. Consequently, some pupils are not fully prepared for life in modern Britain.

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Personal development and wellbeing Needs attention

The school has a broad offer of clubs and activities for pupils to develop their interests and talents. This includes a range of competitive sporting and performing arts opportunities. However, disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) do not benefit from these opportunities as much as they should. The 'KitKat' room at breaktimes provides a quiet space for the most vulnerable to socialise and participate in bespoke activities.

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Personal development and wellbeing Needs attention

The school's personal development programme is generally well considered. The personal, social and health education (PSHE) curriculum teaches pupils important elements. This includes helping pupils to be safe online and what it means to be in a healthy relationship. Pupils learn the difference between right and wrong. They have opportunities to reflect on what it means to help others. Younger pupils and, typically, most older pupils demonstrate positive values and show respect for each other and staff. Leaders make appropriate adaptations to the PSHE curriculum so that pupils with SEND, including those in the specially resourced provision, understand local risks to their wellbeing. They are well supported to report any concerns they may have.

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Personal development and wellbeing Needs attention

Careers education is woven through the school's curriculum. Pupils benefit from engaging with professionals from different industries. They know how to reach their next steps in education or training through regular and ongoing careers interviews with external advisers. Leaders identify more vulnerable pupils and provide additional guidance where needed. The number of pupils moving on to further education has increased in recent years.

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

Generally, pupils are happy in school, and most enjoy the wider opportunities available to them. The many sporting clubs and performing arts showcases help pupils to feel part of a supportive community. Pupils recognise how participation in The Duke of Edinburgh's Award scheme helps them build important skills of resilience and teamwork. Pupils typically show respect towards each other and staff. They know that everyone should be treated equally, regardless of differences. However, pupils do not have a secure understanding of fundamental British values, such as tolerance.

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

Pupils benefit from a broad, ambitious curriculum. Recent improvements in the quality of teaching mean that pupils are more engaged in their learning. However, too much inconsistency remains in how well the curriculum is taught. This means that the experience of pupils in the classroom is variable. Consequently, some pupils develop gaps in their knowledge and do not achieve as well as they should.

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

Leaders are committed to ensuring that pupils who experience barriers to their learning get the help they need. Staff identify pupils' needs well. Pupils who need specialist support receive this in a timely way. As a result, pupils with special educational needs and/or disabilities achieve well from their individual starting points.

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

The vast majority of pupils conduct themselves well around school and in lessons. Behaviour in lessons is generally calm. Pupils typically follow the school's agreed rules. Where pupils require help to manage their behaviour, the school provides the support they need. Pupils' experiences during social times are more varied because staff do not always have high-enough expectations of how pupils should behave.

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

Pupils report that they feel safe. Younger pupils are confident that instances of bullying are rare. Older pupils are more likely to experience derogatory language. However, leaders take effective action to address this when it is reported.

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Next steps

Leaders should strengthen their systems for evaluating the impact of their work, and raise their expectations for behaviour and achievement, so that they can make the necessary improvements to provision for pupils. Leaders should ensure that highly effective teaching is embedded across the school so that all groups of pupils, including disadvantaged pupils and high prior attaining pupils, learn and achieve well. Leaders should ensure that teachers routinely use checks on learning to adapt their teaching consistently in order to address gaps and misconceptions in pupils' knowledge, so they make secure progress through the curriculum. Leaders should build on their recent work to improve behaviour by ensuring that staff apply the agreed behaviour expectations consistently. Leaders should strengthen their attendance strategy to ensure that all pupils attend well, particularly those with special educational needs and/or disabilities.

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Lead inspector:

Stephen Cattell, His Majesty's Inspector

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Team inspectors:

Tajinder Bhambra, Ofsted Inspector Steve Baker, Ofsted Inspector Julia Mortimore, Ofsted Inspector Andy Platt, Ofsted Inspector Matt Batchelor, Ofsted Inspector

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Facts and figures used on inspection

Leaders should evaluate the impact of the personal, social and health education curriculum to ensure that pupils have a secure understanding of fundamental British values and protected characteristics so they are well prepared for life in modern Britain.

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About this inspection

The chair of the board of governors in this school is Emma Jukes.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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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.

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About this inspection

During the inspection, inspectors spoke with the school leadership team, members of staff, groups of pupils and representatives from the local authority and the board of governors, including the chair.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes a specially resourced provision for pupils with special educational needs and/or disabilities for 10 pupils with speech, language and communication needs.

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About this inspection

The school makes use of 3 alternative provisions, including one that is unregistered.

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About this inspection

Headteacher: Jon Gladstone The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 43.0 46.0 Close to average

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national average

2023/24 (final) 43.3 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.27 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2023/24 (final) 16.3% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2023/24 (final) 31.9 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 8.7% 8.1% Close to average

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national average

2023/24 (3 term) 9.0% 8.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 23.9% 21.9% Close to average

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national average

2023/24 (3 term) 26.4% 25.6% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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