Imperial Oak School

Imperial Oak School

Address: 134a New Kent Road, Southwark, London, SE1 6TU Unique reference number (URN): 149904

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Inclusion Expected standard

This is an inclusive school that has a robust understanding of the community it serves. The school has established rigorous admission procedures and effective parent and carer relationships. Leaders identify pupils’ needs and the needs of their families quickly and accurately. The pastoral offer is an important part of the school’s provision. All disadvantaged pupils benefit from this.

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Inclusion Expected standard

Leaders work effectively with a range of professionals to put in place systems, procedures and interventions that support pupils' needs. The school offers staff regular training. Leaders carefully plan training that is delivered by a range of experts. This training enables staff to have the knowledge they need to assist pupils, including those pupils with the highest levels of need. The school's work to support pupils' needs helps to ensure that disadvantaged pupils, including those known to social care and pupils with complex and multiple special educational needs and/or disabilities (SEND), receive the help they require.

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Inclusion Expected standard

Staff are typically aware of pupils’ individual challenges. Pupils generally receive timely and purposeful help, such as adaptations to the environment. Leaders typically evaluate this support to make sure it is effective. This helps pupils with SEND to progress well from their starting points.

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Personal development and wellbeing Expected standard

Leaders have developed a well-considered personal development programme. Leaders ensure that this programme continues to evolve as the school grows.

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Personal development and wellbeing Expected standard

Pupils are encouraged to take care of themselves and be respectful of each other. Through assemblies and planned themed days, pupils learn about cultural diversity. They have the opportunity to explore customs and traditions of other cultures and faiths. Through the curriculum, pupils learn about concepts of being safe, including online and in the community. They learn about people's different characteristics and about different types of relationships. Pupils revisit a range of themes over time to deepen their understanding of moral and social issues. This all helps pupils to be prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders are determined to enable all pupils to be as independent as possible in preparation for adulthood. Staff ensure communication and sensory development are integrated thoughtfully and appropriately throughout the school day. For example, staff encourage pupils to transition around the school with minimal support. Pupils learn how to prepare and eat their snack independently. They learn, with support, about oral hygiene and how to stay healthy. Staff receive training from therapists on how to support the different communication and sensory needs of pupils. They mostly apply this training well. Typically, staff model or use communication resources effectively during planned activities. Leaders enhance this support further through workshops for parents and carers on the school’s therapeutic approaches. They show parents how they can implement these approaches at home. This support ensures pupils can make choices, give consent and express their feelings and

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Personal development and wellbeing Expected standard

emotions. It contributes to developing pupils’ resilience and confidence.

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Needs attention

All pupils, regardless of disadvantage or need, have the opportunity to visit their local community. They attend local playgrounds daily. Pupils learn about road safety and travel training, which includes the use of public transport.

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Achievement Needs attention

Some of leaders' checks on prior learning do not identify precisely enough what pupils know and can do. For example, staff are not clear about pupils’ gaps in knowledge and skills across reading, writing and mathematics. This means that some pupils do not achieve as well as they should. Furthermore, pupils, including those who are disadvantaged, are sometimes not securely prepared for the next stage of their learning.

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Achievement Needs attention

Leaders identify more precisely what pupils with sensory and communication needs know and can do. Leaders use this knowledge to strengthen pupils' readiness to learn and to develop essential personal and independent skills. For example, pupils generally learn to communicate their wants and needs. Pupils develop important self ‑ help skills, such as being able to give consent. They also learn practical life skills, including learning to wash themselves and use the toilet independently.

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Attendance and behaviour Needs attention

Leaders’ oversight of attendance is not robust enough. Leaders have put in place appropriate expectations and procedures about attendance. The school has systems to monitor attendance. Leaders are working with parents to improve pupils' attendance. For a number of pupils this work is having a positive impact.

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Attendance and behaviour Needs attention

Similarly, leaders have systems to record and track pupils' behaviour. However, on occasions, records about particular behaviours lack detail. Consequently, processes to manage some pupils’ behaviour lack precision. This means that staff do not routinely apply effective methods to manage some pupils’ behaviour. Generally, most pupils behave well. This is because leaders have high expectations of pupils' behaviour. These expectations make it clear for pupils that bullying is not tolerated.

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Attendance and behaviour Needs attention

The school has established a set of daily routines. Typically, pupils know what is expected of them. There are clear structures to the day, which help pupils to anticipate what is happening next and to develop positive classroom habits. Leaders have embedded routines that enable pupils to be ready to learn, for example, through song and sensory regulation. This means classrooms are typically calm and well ordered. Staff also organise and supervise playtime well.

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Curriculum and teaching Needs attention

Some staff do not have the specific knowledge they need to implement the curriculum effectively. Where this happens, teaching and learning activities lack precision and appropriate adaptations. As a result, pupils are not learning important knowledge in a logical sequence. This means some pupils are not developing and deepening their knowledge and skills as swiftly as they could. Leaders have put in place a curriculum that is ambitious and well sequenced.

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Curriculum and teaching Needs attention

Leaders have developed systems to measure and check pupils’ knowledge and understanding. However, leaders do not check pupils’ confidence and fluency in reading, writing and mathematics with sufficient rigour. Consequently, leaders do not routinely notice or address gaps in what pupils know, remember and can do. Therefore, some pupils are not receiving the support they need to catch up and keep up with their peers.

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Curriculum and teaching Needs attention

Many pupils are at the very early stages of learning to read. These pupils are still at the stage of exploring the sounds letters make in their environment. Leaders have a phonics programme in place for when pupils are ready to develop their reading skills further.

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Curriculum and teaching Needs attention

Staff motivate and encourage pupils in lessons. They use a range of purposeful resources, which they adapt well to the interests of pupils. Staff ensure classrooms are nurturing places in which to learn.

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Leadership and governance Needs attention

The proprietor has not ensured that the school complies with the independent school standards. The number of pupils on the school roll has grown quickly over a short period of time. There are new members of staff and some new systems and procedures. As a result, there are inconsistencies in the quality of teaching and learning. In addition, some systems used to capture important information about pupils' needs are not effective enough. This hinders leaders’ ability to make informed decisions swiftly.

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Leadership and governance Needs attention

The proprietor and school leaders have systems in place to understand the school's strengths and needs. They have established an advisory board that includes education professionals. Recent decisions and actions demonstrate leaders’ capacity to improve the school. Leaders are training staff so that they can improve the quality of provision. Leaders provide purposeful professional learning for staff to enable them to meet pupils' needs. Leaders identify gaps in staff's knowledge and skills. They put personalised plans in place to provide staff with the essential knowledge and skills. Leaders make decisions in the best interest of pupils. However, leaders' actions to improve the quality of provision are still in their infancy. It is too early to see the impact of these actions.

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Leadership and governance Needs attention

Staff are well supported by leaders. Newer staff colleagues value the guidance they get from more experienced staff. Staff work collaboratively to help one another. Staff are proud to work at the school. Leaders are considerate of their wellbeing and workload.

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

The school is a nurturing place to be. Pupils arrive at school smiling and keen to start their day. They are greeted by a staff team that is encouraging and motivated to help all pupils. The staff team builds respectful and trusting relationships with pupils. Staff get to know pupils well. This contributes to pupils feeling happy and safe.

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

Some pupils have experienced disruption to their education before joining the school. Staff take time to understand pupils’ interests. They use this knowledge to personalise resources and strategies to help pupils settle into their new environment. In many cases, staff are quick to help pupils regulate their behaviour. Staff mostly use effective strategies to help pupils manage their emotions and express themselves appropriately. Leaders, including the proprietor, are developing systems that will help them to monitor pupils behaviour and attendance more robustly. However, these systems are not routinely embedded and, as a result, some pupils' personalised supports are not robust and leaders' oversight is underdeveloped.

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

The school is ambitious for all pupils to access the same curriculum. Leaders want pupils to benefit from experiences that prepare them well for adulthood. Leaders are taking steps to develop provision that meets pupils’ diverse needs. For example, they have thoughtfully developed a range of sensory spaces in the school. This includes providing opportunities for pupils to safely explore climbing, water play and cooking. However, there are some inconsistencies in the delivery of the taught curriculum. This is because teachers are not routinely clear about what all pupils already know and can do.

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

Pupils are provided with planned opportunities to develop essential life skills. They are encouraged to use cutlery appropriately. They learn to attend to their personal hygiene routines and build strategies to manage their emotions. Pupils take part in assemblies, which helps to promote pupils’ understanding of fundamental British values. Staff support pupils to develop their communication skills. Pupils explore their creative interests through music and art. These experiences contribute to pupils’ growing confidence and help them to recognise and develop their talents.

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Next steps

Leaders should ensure that they accurately identify pupils' starting points on entry to the school, so that teachers can build effectively on pupils' prior knowledge and skills to enable pupils to achieve well. Leaders should ensure that teachers have the pedagogical knowledge and expertise to teach the curriculum. They should ensure that teachers adapt teaching, activities and resources, where appropriate, so that all pupils can learn the content of the curriculum. Leaders should embed systems to gather important information about attendance and behaviour. Leaders should ensure that this information is analysed effectively so that decisions and actions for improvement are well informed.

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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

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Independent school standards

Independent school standards are either met or not met for each category. standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Independent school standards

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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Independent school standards

Inspectors met with leaders, including the headteacher, the director of operations and the head of therapies.

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Independent school standards

The proprietor is made up of 2 individuals: Chizzy Chukwukere and Collins Chukwukere.

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Independent school standards

The school's email address is: info@imperialoakschool.co.uk.

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Independent school standards

The school caters for pupils with a range of special educational needs and/or disabilities. All pupils have an education, health and care plan.

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Independent school standards

The school does not currently use any alternative provision.

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Independent school standards

The school operates from 134a New Kent Road, London SE1 6TU.

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Independent school standards

The school was registered with the DfE on 20 September 2023 and this is its first standard inspection.

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met: Paragraph 2(1)

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

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Independent school standards

For the purposes of paragraph (2)(1)(a), the matters are– (b) that pupils acquire speaking, listening, literacy and numeracy skills; (h) that all pupils have the opportunity to learn and make progress; and

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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Independent school standards

(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; (e) demonstrates good knowledge and understanding of the subject matter being taught; (g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress; (h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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Independent school standards

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

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Independent school standards

3. Welfare, health and safety of pupils Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that–

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Independent school standards

(b) the policy is implemented effectively; and (c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.

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Independent school standards

Paragraph 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the School Attendance (Pupil Registration) (England) Regulations 2024.

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Independent school standards

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

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Independent school standards

7. Manner in which complaints are handled Standards met

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Independent school standards

8. Quality of leadership in and management of schools Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–

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Independent school standards

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and (c) actively promote the wellbeing of pupils.

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Facts and figures used on inspection

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

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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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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.

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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.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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