Oaklands School

Oaklands School

Address: Old Bethnal Green Road, Bethnal Green, London, E2 6PR Unique reference number (URN): 100972

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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 Strong standard

Over time pupils consistently achieve above national averages in national tests and examinations across most subjects. Disadvantaged pupils, who make up a significant proportion of the school community, also achieve at levels above their non ‑ disadvantaged peers nationally. Pupils’ work reflects the high ‑ quality teaching they receive. They develop detailed subject knowledge, articulate their learning with clarity and make secure connections between different pieces of learning. Staff support early readers effectively so they quickly secure the essential reading knowledge needed to be successful. Pupils read and write with accuracy and fluency. They produce high-quality extended writing.

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Achievement Strong standard

Students in the sixth form perform above national averages in A-level examinations and especially in Applied General courses. Across all phases, pupils with special educational needs and/or disabilities make demonstrable progress from their starting points. Pupils move on to sustained and positive destinations. They are extremely well prepared for their next steps in education, employment or training.

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Attendance and behaviour Strong standard

Leaders have established highly effective systems and procedures to promote and support attendance. Attendance for pupils with special educational needs and/or disabilities and disadvantaged pupils is consistently above national averages. Where individual pupils miss large amounts of school, this is often the result of unauthorised holidays. Staff work closely with families to ensure that they are clear on the impact of removing pupils from education. Leaders maintain a precise overview of those pupils whose attendance is causing concern. They work effectively with external professionals to remove the barriers that pupils face. Attendance in the sixth form is consistently above national averages.

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Attendance and behaviour Strong standard

Pupils behave uncommonly well in lessons. They stay highly focused, take pride in their work and listen carefully to staff and to one another. Respect between pupils and adults is consistently high. Where needed, staff give quiet reminders and pupils respond quickly. Pupils move calmly around the school. They are polite and courteous. Staff use research ‑ informed strategies to inform their approach to behaviour. For example, they support pupils to rebuild their relationships after a disagreement. Boys and girls get on well together. Leaders’ sustained work on bullying and harassment means that pupils know that discriminatory or misogynistic behaviour is unacceptable. As a result, incidents are rare and staff address them swiftly.

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Inclusion Strong standard

Staff create a highly inclusive culture that gives every pupil a strong sense of belonging. They hold high expectations for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Staff understand pupils’ contexts and barriers to learning very well and make equity a daily priority. They work closely with a wide range of primary schools to identify pupils’ needs quickly and accurately at transition. Staff receive expert training on how to meet the needs of their pupils and do so consistently well. Additional adults in lessons provide high ‑ quality support that enables pupils to thrive. Pastoral staff deliver excellent support that has a tangible, positive impact.

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Inclusion Strong standard

Staff work closely with external agencies to secure timely and appropriate support. They provide well ‑ targeted support for key groups, including pupils with SEND, previously looked ‑ after children and young carers. Staff show tenacity in identifying gaps in pupils’ home environments and in providing the resources needed to address them. Leaders rigorously track the support pupils receive, including for their wellbeing. They review this regularly through welfare meetings. The attendance of disadvantaged pupils and those with SEND is significantly above that of their peers nationally. Leaders use additional funding precisely and effectively. This is having a highly positive impact on improving pupils’ outcomes.

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Leadership and governance Strong standard

Leaders have an acute understanding of pupils’ contexts and the barriers they may face. They are resolute in ensuring that pupils receive the best possible outcomes so that no pupil is limited by their circumstances. Leaders and governors model high expectations for pupils and staff. They act quickly when needed and respond with sensitivity and precision to emerging needs. Leaders allocate resources appropriately so that all pupils can access the full provision, regardless of their individual needs. Leaders use detailed analysis of all aspects of the school’s work to drive effective change. Leadership is highly effective across the school.

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Leadership and governance Strong standard

The school is well supported by an experienced governing body. Governors challenge leaders and use their expertise to provide strategic oversight. Parent governors strengthen trust within the community. Leaders have built effective relationships with parents and carers so that their views are heard and valued. Governors meet their statutory responsibilities and know the school’s context exceptionally well.

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Leadership and governance Strong standard

Staff benefit from high ‑ quality professional learning, including subject ‑ specific development. Teachers at the beginning of their careers are well supported by skilled mentors and follow a comprehensive development programme. Leaders and governors take a rigorous approach to workload and wellbeing. They work closely with staff, listen to concerns and take effective action.

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Leadership and governance Strong standard

Leaders share their expertise across the local community, particularly in school improvement and in strengthening sixth ‑ form provision. They recognise the importance of their work in securing pupils’ life chances. More importantly, they act with determination so that pupils can achieve them.

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Personal development and wellbeing Strong standard

Leaders have designed an ambitious and highly effective personal development programme that goes well beyond statutory requirements. The personal, social, health and economic education (PSHE) curriculum is carefully sequenced so pupils build knowledge over time. For example, they deepen their understanding of equalities and diversity, fundamental British values and wellbeing. Pupils benefit from weekly taught sessions, assemblies and drop-down days. High ‑ quality professional development equips teachers to deliver challenging topics. Staff respond sensitively to pupils’ questions. They teach pupils how to hold respectful conversations. This helps pupils discuss difficult issues with maturity. As a result, pupils develop detailed, age ‑ appropriate knowledge about topics such as sexual consent, right and wrong, online and offline safety, toxic masculinity, misogyny and respectful relationships.

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Personal development and wellbeing Strong standard

Pupils learn about cultural diversity including through equalities days in languages. They also take part in whole ‑ school cultural events, including a pupil ‑ led Iftar. They explore moral debates in religious education and study equality and diversity case studies linked to the local community. Pupils participate in extensive charity work, often led by older students in Year 12. They take part in leadership activities such as those of the school council. Pupils prepare food, run stalls and perform music at the winter and summer fairs. They are proud to donate proceeds to local charities. These opportunities strengthen pupils’ spiritual and cultural development and their understanding of their community.

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Personal development and wellbeing Strong standard

Pupils receive comprehensive careers guidance starting from Year 7. Trips and visits are well planned and enhance the taught curriculum. These include residentials for biologists and geographers and international visits for all language students. Pupils have meaningful encounters with employers, training providers and universities. Leaders ensure disadvantaged pupils do not miss out. They provide the support and resources pupils need. Pupils also develop their interests through sports, music, arts and academic clubs. These rich experiences prepare pupils exceptionally well for life in modern Britain.

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Post 16 provision Strong standard

Leaders have an acute understanding of the strengths and areas for development in the post ‑ 16 provision. They act decisively to improve it and their work has strengthened outcomes for students. Students' excellent achievement is consistently reflected in published results. Their attainment in vocational courses is considerably higher than national averages.

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Post 16 provision Strong standard

Teachers in key stage 5 show expert subject knowledge. They routinely check students' learning in lessons and give high ‑ quality feedback. This helps students address misconceptions quickly and build secure disciplinary knowledge over time. Students take pride in their work. They produce high ‑ quality written work that shows clear progression.

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Post 16 provision Strong standard

Students with additional barriers to their learning are supported effectively. Teachers make careful adaptations that help these students contribute confidently. Students with special educational needs and/or disabilities and those who are disadvantaged achieve very well.

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Post 16 provision Strong standard

Students are extremely well prepared for their next steps. They receive expert careers advice, visit universities and benefit from one ‑ to ‑ one support. Leaders work with London partners to secure high ‑ quality work experience. All students follow a comprehensive personal development programme. This includes learning about finance, independent study skills and attending trips linked to their interests. Students also develop leadership skills through fundraising and by supporting local programmes that tackle poverty and social isolation.

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Expected standard

Students progress to university, apprenticeships and employment. A significant number gain places at prestigious institutions.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths of the taught curriculum. They ensure it remains broad and ambitious for all pupils. Leaders take skilful action to strengthen teaching. For example, they provide subject ‑ specific professional training so that teachers develop expert knowledge. Teachers explain new learning in clear steps so that pupils understand and remember it. They make reading a priority by using subject ‑ specific texts in lessons and encouraging pupils to enjoy reading during form time. Pupils at the earliest stages of reading receive effective and well-targeted support. Teachers help pupils learn important vocabulary by teaching key words before new topics begin. This helps pupils feel ready for the learning ahead. Teaching in the sixth form is especially effective because teachers break down complex ideas so students can understand them fully.

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Curriculum and teaching Expected standard

Teachers know their pupils very well. They use effective strategies to make sure pupils with special educational needs and/or disabilities can take part fully in lessons. Teachers regularly check how well pupils understand their learning through discussion and questioning. They give clear feedback so that pupils know how to improve their work. In some subjects, teachers do not routinely choose tasks that enable pupils to deepen their subject knowledge.

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

This is a highly inclusive and aspirational school. Pupils study a broad and balanced curriculum that matches their interests well. In the sixth form, students study a well ‑ chosen range of A level and vocational courses. Pupils achieve very well, especially those who are disadvantaged. They enjoy their lessons and take pride in the high ‑ quality work they produce.

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

Pupils feel a strong sense of belonging. Staff welcome them into the school community quickly and use transition days to help them settle with confidence. Staff know pupils extremely well. They notice when pupils find school difficult and provide high ‑ quality pastoral care. Staff identify pupils’ needs promptly. They give pupils who need extra help the support they need to enable them to succeed.

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

Behaviour across the school is calm. Staff respond to behaviour incidents by supporting pupils to understand the impact of their actions and make positive changes. This strengthens relationships and promotes accountability. Pupils say that bullying or discriminatory language are rare and staff deal with them quickly when they occurs. Pupils get on very well with one another and build extremely respectful relationships. Pupils are happy and attend very well. They want to be in school and take part in the wide range of extra activities on offer. For example, pupils learn table tennis and basketball before the school day begins. The personal development programme contributes significantly to their wider experience. Pupils positively impact their local community by running stalls at the summer fair and donating the proceeds. They also enjoy taking on responsibilities, such as working for a day in the school reception.

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

Leaders ensure that the education pupils receive prepares them well for adult life. Pupils leave the school equipped with the knowledge, skills and experiences they need to contribute positively to their community and to thrive in modern Britain.

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Next steps

Leaders should ensure that learning tasks across all subjects are of a consistently high quality and promote pupils’ deep understanding.

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About this inspection

The chair of the board of governors in this school is Peter Sherratt.

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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 senior leaders, representatives from the governing body, the local authority, staff and pupils during the inspection.

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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 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 school currently uses no alternative provision.

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Team inspectors:

Ed Simmons, Ofsted Inspector Gareth Cross, Ofsted Inspector Jake Steers, Ofsted Inspector Stephanie Salter, His Majesty's 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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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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English and maths GCSE

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

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national average

2024/25 (final) 53.9% 45.4% Close to average

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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

2022/23 (final) 49.0 46.3 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

2022/23 (final) 0.20 -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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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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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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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (final) 38.57 35.00 Close to average

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national average

2023/24 (final) 35.65 34.38 Close to average

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national average

2022/23 (final) 34.22 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) 0.1 0.0 Close to average

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national average

2023/24 (revised) 0.2 0.0 Close to average

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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 (3 term) 7.7% 8.4% Close to average

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national average

2023/24 (3 term) 9.1% 8.9% Close to average

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national average

2022/23 (3 term) 8.6% 9.0% 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 (3 term) 24.0% 23.4% 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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Urgent improvement

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

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