Leigh Academy Oaks

Leigh Academy Oaks

Address: Oak Tree Avenue, Maidstone, Kent, ME15 9AX Unique reference number (URN): 137881

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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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Achievement Exceptional

Pupil achievement at Leigh Academy Oaks is excellent. Across all key stages, pupils develop detailed knowledge, understanding and skills as they progress through the curriculum. For example, pupils develop a deep body of knowledge about significant artists, and they sustain writing with an impressive level of maturity.

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Achievement Exceptional

Leaders' highly effective actions raise pupils' aspirations and support them to achieve their ambitions, especially those who are disadvantaged. As a result, pupils' achievement in national tests is highly impressive. Often from starting points that are considerably below average, pupils consistently achieve far above average in national tests at the end of key stage 2. Pupils who are disadvantaged achieve especially well. By the end of Year 6, the school's high proportions of disadvantaged pupils consistently attain higher than other pupils nationally. This means that pupils are exceptionally well prepared for their next steps in education and have very secure foundations for future learning.

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Curriculum and teaching Exceptional

Leaders have an excellent understanding of the school's ambitious curriculum. This curriculum is precisely designed, builds from the early years and supports pupils to confidently apply learning and make connections across subjects. It encourages pupils to be internationally minded. Leaders' robust oversight informs decisions to continually refine the curriculum. High-quality training means that staff draw on expert knowledge to deliver the curriculum. They adapt their teaching in highly effective ways to ensure that pupils who find learning more challenging get exactly the right kind of help at the most effective time. The school's use of technology to support learning helps pupils to confidently practise and master new skills. It also builds pupils' independence and confidence. Exceedingly responsive teaching helps pupils to progress through the curriculum without falling behind. Pupils quickly develop the habit of remembering and practising prior learning to make use of

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Curriculum and teaching Exceptional

it in future lessons. Leaders are sharply focused on every pupil securing the fundamental skills of reading, writing and communicating their ideas. For example, staff deliberately equip pupils with the vocabulary to knowledgeably discuss increasingly complex concepts. Leaders' relentless focus on maintaining an excellent quality of teaching means that pupils very securely develop the knowledge and skills they need to be successful. This prepares them exceptionally well for their future learning.

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Early years Exceptional

Children get off to a very successful start in the early years. They often join Nursery and Reception with below-average starting points. The school supports children to quickly gain the knowledge and skills they need to be successful, especially disadvantaged children, those with special educational needs and/or disabilities and those who are known to children's social care. Staff become experts through high-quality training. The school identifies children's needs quickly. Staff fine-tune their support for each child to continually minimise any obstacles to their learning. The excellent curriculum and nurturing staff support pupils to progress exceedingly well across different areas of learning. Children develop impressive levels of independence. Staff's interactions with children focus sharply on developing their communication and language. For example, children start the day being exposed to ambitious and carefully chosen vocabulary. Staff revisit this constantly through

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Early years Exceptional

the day so that children develop confidence and fluency through deliberate practice. Leaders and staff are knowledgeable about children's next steps and relentlessly support them towards success. This helps to give children the best possible foundations as they confidently learn to read and write. High-quality care practices help children to flourish. Leaders' positive partnership work with parents and carers further enhances children's development. As a result, children are exceptionally well prepared for Year 1 and beyond.

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Inclusion Exceptional

Leaders have cultivated a highly effective, inclusive culture that is woven throughout Leigh Academy Oaks. The higher-than-average proportions of pupils who are disadvantaged, have special educational needs and/or disabilities or are known to children’s social care have their needs identified swiftly. They, and pupils with any other barriers to their learning, are extremely well supported to successfully overcome these obstacles. They flourish across all areas of school life. Staff make subtle but powerful changes to make sure this happens. For example, pupils benefit from tailored support in lessons, such as visual aids and additional resources. Leaders relentlessly check the impact of this support and make thoughtful adjustments that substantially impact on pupils' learning and wellbeing. Skilled staff are highly trained and sharply focused on addressing pupils' individual needs. The school's extensive work with families and other professionals makes a profound difference

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Inclusion Exceptional

to pupils' lives. For example, the school makes very effective use of external support so pupils benefit from prompt help when needs relating to neurodiversity are identified. Staff share a very high ambition for every child to thrive, and this is reflected in the impressive impact of pupil premium funding and the highly effective pastoral support for pupils known, or previously known, to social care.

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Leadership and governance Exceptional

Leaders are impressively dedicated to ensuring that all pupils achieve highly. They know pupils exceedingly well, and they are determined that disadvantage should not get in the way of great success. Leaders are highly effective in their pursuit of dismantling barriers so that all pupils flourish. Leaders have an excellent understanding of the school’s strengths and take highly effective action to bring about continued refinements. Staff, including early career teachers, benefit from an excellent training package that cements these improvements. Drawing on training from the trust and elsewhere, the school accesses the most up-to-date research to inform its practice. Staff are dedicated to making a highly positive difference for pupils. Leaders' work to promote staff's wellbeing is extremely well received.

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Leadership and governance Exceptional

Trustees and members of the community board empower the school to help every child achieve highly and to flourish. They benefit from a precise understanding of the community in which the school works. They use information from a range of sources to robustly support and challenge the school. Trustees comprehensively meet their statutory duties. They maintain a laser-sharp focus on pupils who are disadvantaged, those with special educational needs and/or disabilities and those who face other difficulties in their lives. This

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Strong standard

helps trustees to guide the school's decisions in the best interests of all pupils. Consequently, the large numbers of pupils who face additional challenges in their lives are supported to successfully belong, achieve and thrive.

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Personal development and wellbeing Exceptional

Personal development and wellbeing is a notable strength of the school’s work. Leaders know their community extremely well. They use this knowledge to design a wealth of opportunities that pupils might not ordinarily access. Social, moral, spiritual and cultural development is deliberately woven through every aspect of school life. For example, pupils gain a detailed understanding of others' beliefs. Through this learning, they develop a deep respect for others and shape their own values. The school promotes pupils' communication skills to support them to get on well with others. This helps pupils to identify and convey emotions respectfully.

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Personal development and wellbeing Exceptional

Pupils develop a sophisticated understanding of how to look after their wellbeing. For example, they recognise potential dangers online involving scams and artificial intelligence. Pupils understand the impact of a healthy diet, sleep and exercise. They discuss changes they have made to these habits with maturity. The relationships education curriculum makes a profound difference to pupils' lives. From the early years, pupils are helped to identify and develop the qualities required to be a good friend. It also prepares them very well for the future in recognising healthy relationships. Older pupils describe feeling excited about upcoming lessons to prepare them for making new friends at secondary school. Pupils are supported to develop a thorough understanding of the fundamental British values, including democracy. For example, older pupils articulately debate the advantages and disadvantages of different societal structures. They also deeply value inclusion and appreciate that some

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Personal development and wellbeing Exceptional

pupils need different support to help them succeed.

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Personal development and wellbeing Exceptional

The school's work to promote pupils' character is excellent. Leaders' actions help pupils to thrive in the school and beyond. For example, an engaging pupil employment scheme supports pupils to develop lifelong leadership skills. An inspiring police cadet scheme nurtures a respect for authority and builds community relations. An extensive range of clubs and visits encourages pupils to try new experiences outside of school. The careers fair inspires pupils to consider different occupations such as midwifery, accounting or sports coaching.

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Attendance and behaviour Strong standard

Over time, pupils' rates of attendance have been close to the national average. Leaders' more recent work to reduce absence has been highly effective. The school analyses attendance information forensically to identify the reasons for absence. Staff work closely with families and external agencies to intervene early and reduce barriers. This work has rapidly brought about notably improved attendance rates. These are now above the national average for the whole school and equally so for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Pupils' behaviour is extremely positive. Staff follow behaviour procedures consistently, and this helps pupils to know what to expect. Playtimes are lively and active. If pupils fall out with one another, they quickly resolve problems through their own negotiation. Pupils with SEND receive highly effective and tailored support. Bullying or any other types of unkind behaviour

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Attendance and behaviour Strong standard

are not tolerated. The school promotes disruption-free learning alongside providing nurturing care and support for individual pupils who might struggle to manage their emotions. This helps pupils to learn in a calm and purposeful environment. Leaders take swift and effective action when needed to resolve rare incidents of poor behaviour. Pupils have a passion for learning and consistently meet the school's high expectations of behaviour.

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

Pupils flourish at Leigh Academy Oaks. The school's ambition to 'create chances for dreamers, idea makers and innovators' is fully realised. This begins in the early years, where children are supported to get off to a great start. Skilled staff teach pupils extremely well. Pupils who are disadvantaged, have special educational needs and/or disabilities or who face other challenges in their lives quickly receive excellent support to reduce any barriers to their learning. Consequently, pupils' achievement is exceptional. By the end of Year 6, they consistently achieve well above national averages in reading, writing and mathematics. Impressively, the high number of pupils who are disadvantaged achieve equally highly. All pupils are prepared extremely well for their next stage of learning.

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

Highly positive relationships permeate the school. This helps pupils to feel a strong sense of belonging and to be proud ambassadors for their school. They feel very well supported by staff and enjoy great friendships with their peers. Pupils value how everyone is included, regardless of their background or needs. They benefit from an extensive range of experiences that raise their aspirations and develop important attitudes for later life. For example, pupils relish graduating from the police cadet scheme and attending the careers fair.

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

Pupils' behaviour is impressive. They are responsible role models and relish their learning. Any rare unkind behaviour is dealt with very effectively, and this helps pupils to feel safe. Pupils enjoy school, and this is reflected in their above-average rates of attendance. 'Learner Profile Attributes' explain how pupils are expected to behave and encourage them to be respectful to others and the local and global community. Pupils are empowered to develop lifelong skills, such as through the pupil employment scheme. They are superbly placed to make a positive contribution to wider society, both now and in the future.

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Next steps

Leaders should continue their work to maintain high rates of attendance over time so that all pupils benefit as much as they can from the school's exceptional standard of education.

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Lead inspector:

Laurie Anderson, His Majesty's Inspector

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Team inspectors:

Mark Rivers, Ofsted Inspector Liz McIntosh, Ofsted Inspector

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Facts and figures used on inspection

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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About this inspection

This school is part of Leigh Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Simon Beamish, and overseen by a board of trustees, chaired by Frank Green.

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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

Inspectors spoke with pupils, leaders and staff, members of the community board, the CEO and the chair of the trust and another trustee during the inspection.

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About this inspection

A new principal started in their role in September 2024.

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About this inspection

Principal: Luke Coulson National average: 272

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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. National average: 15%

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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) 5.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% 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) 12.9% 13.3% Close to average

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national average

2023/24 (3 term) 13.4% 14.6% Close to average

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national average

2022/23 (3 term) 20.1% 16.2% 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. 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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Urgent improvement

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