Oakfield Academy

Oakfield Academy

Address: Oakfield Road, Frome, Somerset, BA11 4JF Unique reference number (URN): 136970

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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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Attendance and behaviour Expected standard

Overall, pupils' attendance to school is broadly in line with national average. With the support of the trust, leaders regularly review any emerging trends in the absence of groups of pupils and individuals. Leaders then take decisive action to secure improvements. For example, working constructively with parents and carers to understand the reasons a pupil's attendance has reduced. Leaders may offer support in the form of a place in breakfast club or with the allocation of a mentor. Pupils appreciate the rewards and incentives they receive for attending school regularly or showing an improvement over time.

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Attendance and behaviour Expected standard

Pupils at Oakfield show positive attitudes to their learning. Low-level disruption in lessons is rare. Pupils move around the school site sensibly and enjoy being active in social times, making the most of the school's outdoor space. A small number of bullying incidents occur, but leaders take swift action to deal with these effectively. Pupils know that the use of any derogatory language is not tolerated.

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Attendance and behaviour Expected standard

Leaders make adjustments to support pupils with special educational needs and/or disabilities (SEND) to regulate their emotions and manage their behaviour, for example, by having the opportunity to talk to a member of staff in the SEND hub.

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Curriculum and teaching Expected standard

Pupils across the school benefit from learning a broad curriculum and being taught by subject specialists. The curriculum identifies the important knowledge that pupils need to know and remember over time. Teaching then tests if pupils have learned this knowledge through the use of retrieval strategies.

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Curriculum and teaching Expected standard

Staff make effective adaptations to support pupils with special educational needs and/or disabilities, for example, through the use of sentence starters, visual prompts and regular check-ins with pupils.

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Curriculum and teaching Expected standard

Leaders have a clear focus on foundational knowledge through the curriculum and across key stages. For example, at key stage 2, there is a shared start to lessons, which includes practising spelling and dictation. There are a range of interventions in place to support the closing of gaps in pupils' knowledge, for example a reading scheme to support pupils who are securing their knowledge of phonics and additional handwriting sessions for those who need to improve the accuracy and speed of their writing.

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Curriculum and teaching Expected standard

As a result of these improvements in curriculum and teaching, pupils are starting to secure strong foundations, but for a minority, some gaps persist. Additionally, some of these improvements are more recent, so are not reflected in the performance of pupils who sat the national tests previously.

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Inclusion Expected standard

Leaders have robust systems to identify any barriers to pupils' learning or specific additional needs, including a range of assessments on entry in Year 5. Leaders ensure that monitoring lists are regularly reviewed and pupils are added and removed as appropriate, based on conversations with staff and families.

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Inclusion Expected standard

Leaders and staff get to know pupils and their varying needs well. This includes pupils who are known (or previously known) to social care. Typically, teachers use this knowledge effectively to adapt the curriculum and their teaching so that any barriers to pupils' learning or wellbeing are reduced or overcome.

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Inclusion Expected standard

The school has utilised the inclusion expertise from within the trust, and from external organisations, to develop the 'Mighty Oaks' specially resourced provision. Pupils with special educational needs and/or disabilities who access this provision are thriving.

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Inclusion Expected standard

Leaders have used the funding for disadvantaged pupils appropriately, for example, in the development of behaviour interventions, which have led to a marked decrease in the number of disadvantaged pupils being removed from lessons.

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Inclusion Expected standard

Leaders use a range of alternative provision to support the needs of some pupils. They ensure that these are in the best interest of pupils and maintain regular communication about the welfare and progress of pupils who attend these.

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Leadership and governance Expected standard

Leaders have quickly developed a secure understanding of the school's strengths and areas for improvement. They are committed to ensuring that pupils' experience of school is a positive one and are ambitious for all pupils to thrive in this setting. Leaders have brought about notable improvements within curriculum and teaching, including ensuring that staff successfully adapt their teaching for pupils with special educational needs and/or disabilities. They know there is more work to do to ensure that all pupils reach their potential and achieve well.

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Leadership and governance Expected standard

The trust has provided considerable guidance and expertise to the school since the previous inspection. With the support of the local governing body, they ensure that leaders are held to account for the continued improvement of the school. Those responsible for governance fulfil their statutory duties.

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Leadership and governance Expected standard

The majority of staff are positive about the support they receive from school and trust leaders, especially in managing recent staffing changes and other contextual challenges. Most agree that leaders are considerate of their workload and ensure that their wellbeing is a priority. Staff benefit from a comprehensive, evidence-led professional learning programme. Staff also have the opportunity to visit and network with other schools in the trust, which enables the sharing of best practice.

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Leadership and governance Expected standard

Leaders develop constructive relationships with many parents and carers. However, a significant minority suggest that the school's communication with them could be more timely

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Needs attention

and comprehensive. Leaders work effectively with a range of external professionals and local employers to support pupils and create additional opportunities for them.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils learn an age-appropriate personal, social, health and economic curriculum that builds successfully on what they have learned previously. For instance, younger pupils learn about different types of relationships and what makes these healthy, whereas older pupils develop their understanding of coercive control and consent. The curriculum is kept relevant and up to date. One example is how pupils learn about managing money and then this builds to include online finance and recognising potential scams.

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Personal development and wellbeing Expected standard

Pupils develop a secure understanding of fundamental British values. They can relate them to their own experiences. For instance, the election process for the school council and how pupils' voice is heard by leaders. This supports their knowledge of democracy. Pupils learn about beliefs and cultures different to their own, as well as protected characteristics. Pupils are inquisitive and respectful in how they approach this learning.

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Personal development and wellbeing Expected standard

Careers education covers the full 4 year age range and prepares pupils well for their future choices. Pupils have regular opportunities to consider changes in the job market, potential earnings in various occupations and challenge gender stereotypes in different industries. Pupils in Year 6 develop their knowledge of business through the 'Enterprise' week, which finishes with them selling their own products. Pupils in Year 8 also benefit from a 'real life' experience of a day in the workplace.

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Personal development and wellbeing Expected standard

Pupils are confident to access pastoral support when they need it. The school's 'support and guidance' area ensures that staff have the time and expertise to be responsive to pupils' needs.

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Personal development and wellbeing Expected standard

Leaders plan a broad and varied extra-curricular programme. They ensure that all pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, are included and participate often. Pupils develop teamwork and resilience in activities such as maths challenges, activities week and visits to an outdoor pursuits centre.

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Achievement Needs attention

Although pupils' outcomes are improving, their overall attainment in national tests at the end of Year 6 has been persistently below national average. The exception to this is writing where outcomes show that pupils generally make secure progress from their starting points. The achievement of disadvantaged pupils is significantly below that of their disadvantaged peers nationally. Too many pupils are not acquiring sufficient knowledge and skills to be well prepared for their next stage in education.

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Achievement Needs attention

Leaders are taking appropriate action to improve pupils' achievement. They use assessment to gain a more precise understanding of gaps in pupils' knowledge when they join the school. Leaders use this information to make adaptations to the curriculum pupils learn or to plan specific interventions to help them catch up. As a result, for some pupils, gaps are starting to close.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities who receive some or all of their learning in the school's specially resourced provision, successfully build their knowledge over time.

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

Pupils at Oakfield are part of a welcoming and supportive community. They benefit from a well-planned curriculum that allows them to be immersed in different subjects throughout their time at school. For example, the projects they plan and create in design and technology, or the reggae unit they explore in music. Staff get to know them, and their individual needs, well. This means that adaptations are made for pupils, including those with special educational needs and/or disabilities, so they can access the curriculum and be successful.

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

Over time, pupils have not achieved as well as they could in national tests at the end of Year 6. Disadvantaged pupils in particular have underperformed over several years. Leaders are taking appropriate action to improve pupils' overall achievement. The curriculum and teaching have been strengthened. Leaders and staff have high expectations for what pupils can achieve. However, these improvements have not yet translated into outcomes for many pupils.

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

Most pupils attend school regularly. They show enthusiasm for their learning. Pupils focus well in lessons, and there is rarely any disruption due to off task behaviour. Bullying is also infrequent. If any incidents do occur, pupils are confident that leaders will take swift and effective action. Some pupils have found the recent staffing changes challenging, but they have been well supported and have formed positive relationships with new staff quickly. This helps them to feel safe in school.

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

Many pupils develop their confidence and sense of responsibility by taking on different roles across the school. Opportunities include being a library monitor, prefect, sports leader or member of the academy council. Pupils enjoy the range of clubs available to them. For example, lantern making, performing arts, and the carnival and sustainability clubs. Pupils broaden their experiences beyond school with trips to Paris, the theatre, residentials and chess challenges.

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Next steps

Leaders should ensure that all pupils develop the necessary knowledge and skills across the curriculum to achieve well and be prepared for their next stage in education. Leaders should ensure that the progress and attainment of disadvantaged pupils is rigorously monitored, and any gaps in their knowledge closed quickly, so that they make

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Team inspectors:

Mike Foley, Ofsted Inspector Peter Overton, Ofsted Inspector Matthew Bindon, Ofsted Inspector

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Facts and figures used on inspection

suitable progress from their starting points.

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About this inspection

This school is part of Midsomer Norton Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Alun Williams, and overseen by a board of trustees, chaired by Anthony Thomas Wells.

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About this inspection

The school has an executive headteacher, Michelle Parsons, and a head of school, Emma Thomas. They are new to role since the previous Ofsted inspection.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the executive headteacher, head of school, other members of the senior leadership team, the CEO, other members of the central trust team, the chair and two other members of the local governing body, and a trustee.

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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 includes provision for 12 pupils in Year 5 and 6 with special educational needs and/or disabilities through its own specially resourced provision called 'Mighty Oaks'.

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About this inspection

The school currently makes use of 7 unregistered alternative provisions.

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About this inspection

Executive Headteacher: Michelle Parsons This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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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 6 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 needs support 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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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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average

2023/24 (final) 70% 74% Close to average

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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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average

2024/25 (final) 72% 72% Close to average

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average

2023/24 (final) 78% 72% Close to average

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average

2022/23 (final) 69% 71% Close to average

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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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average

2024/25 (final) 53% 59% Close to average

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average

2023/24 (final) 63% 58% Close to average

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average

2022/23 (final) 49% 58% Close to average

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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 (3 term) 8.4% 8.4% Close to average

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national average

2023/24 (3 term) 8.2% 8.9% Close to average

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national average

2022/23 (3 term) 8.3% 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) 22.6% 23.4% Close to average

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national average

2023/24 (3 term) 23.9% 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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