Wheatley Park School

Wheatley Park School

Address: Holton, Oxford, Oxfordshire, OX33 1QH Unique reference number (URN): 140875

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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

Pupils, including those who are disadvantaged, consistently achieve well in GCSE examinations. Pupils develop detailed and secure knowledge in the vast majority of subject areas. Leaders are swift to identify where achievement is not at the high standard they expect. They act on this quickly so that achievement continues to improve over time. Pupils, including those with special educational needs and/or disabilities, make highly positive progress from their starting points.

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Achievement Strong standard

Pupils who have any gaps in their reading, writing or mathematics skills catch up very quickly. Pupils are consistently confident communicators. They write fluently and extensively. Pupils articulate their knowledge well. They are able to explain their thinking and justify their reasoning. Pupils take responsibility for their own learning. As a result, pupils confidently apply their knowledge in new and unfamiliar contexts. They are well prepared for their next steps in education, employment or training.

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Curriculum and teaching Strong standard

Leaders have put in place an ambitious and well-sequenced curriculum that closely reflects the needs of pupils. Leaders recognise the importance of ensuring that pupils have strong foundations in their reading, writing and communication skills and in their mathematical knowledge. Staff maximise opportunities to deepen pupils' knowledge in these areas so that they can apply their learning confidently across the wider curriculum. Pupils are extremely well supported if they need to catch up and close any gaps in their learning.

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Curriculum and teaching Strong standard

Teachers have high levels of expertise in their subject areas. They explain new concepts clearly and understand when to adapt their approaches to meet pupils' needs. Pupils with special educational needs and/or disabilities participate fully in learning. Lessons are consistently well organised. Staff give careful thought to the resources that will help pupils to learn most effectively. Teachers regularly and accurately check pupils' understanding. This ensures that any misconceptions or knowledge gaps are swiftly addressed. Teachers expertly explore pupils' responses, encouraging them to justify their thinking and deepen their knowledge. Pupils are consistently clear about the purpose of their learning. They benefit from high-quality feedback that allows them to improve the quality and accuracy of their work.

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Attendance and behaviour Expected standard

Most pupils attend school regularly. Leaders have high expectations and are ambitious to further improve attendance, particularly for the most vulnerable pupils. Leaders understand the barriers that prevent some pupils from engaging positively in their education. They successfully address and reduce some of these barriers. As a result, the attendance of pupils with special educational needs and/or disabilities has improved. Leaders recognise there is further work to do in reducing absence rates for disadvantaged pupils. Leaders diligently track pupils' attendance. They are beginning to refine the support they provide to disadvantaged pupils when their approaches are not having the intended impact.

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Attendance and behaviour Expected standard

Leaders have high expectations of how pupils should behave. Staff consistently model and reinforce these expectations. As a result, the school is a calm and orderly environment where positive routines are very well established. Pupils behave extremely well. They have positive attitudes to learning. Lessons are purposeful and focused. Pupils learn without interruption. Positive relationships are a strength in the school. Pupils are highly respectful and courteous. Staff provide effective support to pupils who struggle to manage their behaviour. Leaders have created an environment where bullying and discrimination are not tolerated. Any occurrences are effectively dealt with. Typically, pupils are confident in the actions that staff take to respond to bullying.

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Inclusion Expected standard

Leaders accurately and swiftly identify any barriers to learning and/or wellbeing that pupils may have. Leaders prioritise the importance of high-quality teaching, supplemented by additional tailored support where it is required. Staff have appropriate expertise to meet pupils' individual needs. The additional interventions that pupils with special educational needs and/or disabilities (SEND) access are timely and closely matched to need. Leaders regularly review the provision for pupils with SEND so that this can be refined as needed. Sometimes, pupils are unclear about the support that they are entitled to. At times, this can reduce the impact or timeliness of the support they receive.

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Inclusion Expected standard

Leaders make effective use of pupil premium funding to improve the outcomes and experiences of disadvantaged pupils. Similarly, pupils who are known, or previously known, to social care are very well supported. Leaders engage purposefully with wider professionals to ensure that vulnerable pupils benefit from specialist support at the point of need. Leaders use their knowledge of pupils well to creatively anticipate the support they may need. For example, pupils who have caring responsibilities or those who have experienced trauma benefit well from bespoke support that improves their sense of belonging. Alternative provision is used appropriately and only where it is in pupils' best interests.

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Leadership and governance Expected standard

Leaders have a broadly accurate understanding of the strengths and priorities in the school. They regularly analyse the progress and achievement of pupils in order to make refinements to the curriculum. As a result, leaders have successfully ensured that pupils consistently learn and achieve well. In other areas of the school's work, leaders are sometimes less precise in how they measure the impact of their work and refine their actions, for example in their approaches to reducing the absence of disadvantaged pupils.

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Leadership and governance Expected standard

Leaders act in the best interests of children. They ensure that the school is a safe and happy environment where pupils can thrive. Leaders work in effective partnership with wider professionals and the trust. Through this collaborative approach, leaders access specialist support and expertise that helps to ensure that pupils' needs are met. Leaders proactively seek to understand the views of pupils and their parents and carers. Leaders use this information to reflect on pupils' wellbeing and their experiences. Occasionally, pupils feel that their needs or views are not acted on. Typically, this is where communication is not as sharp as it could be, rather than as a result of any gaps in provision.

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Leadership and governance Expected standard

Staff are very proud to work in the school. They feel valued and are appreciative of the support they receive. Leaders are considerate of staff wellbeing. They provide highly effective professional learning opportunities to develop staff expertise.

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Leadership and governance Expected standard

Those responsible for governance understand and fulfil their statutory responsibilities appropriately. They check and challenge the school's work and provide effective support to leaders.

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Personal development and wellbeing Expected standard

Leaders have given careful consideration to how they support pupils' personal development. The curriculum is enhanced through assemblies, trips, visits and special events, such as the popular 'diversity day'. Pupils enjoy learning about different cultures, religions and traditions. They are proud of their inclusive school, where they celebrate one another's differences.

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Personal development and wellbeing Expected standard

Pupils develop their knowledge about relationships and sex education and health education as they move through the school. Staff adapt their approaches, providing more bespoke learning to pupils with special educational needs and/or disabilities (SEND) where it is needed. Pupils understand how to stay safe online and in the community. They know the importance of positive physical and mental health. Pupils learn about the importance of equality and the part that rules and laws play in keeping the community safe. Sometimes, pupils' knowledge about life in modern Britain is less secure than other areas of their learning. For example, pupils demonstrate consistently secure mathematical knowledge but are not routinely confident in how they apply this learning to develop their financial literacy. Pupils are well supported to make informed choices about future pathways. Pupils appreciate how careers learning is brought to life through events such as 'futures day'.

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Personal development and wellbeing Expected standard

Pupils are well prepared for their next steps. Pupils, including those with SEND and those who are disadvantaged, progress to well matched and ambitious destinations.

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Personal development and wellbeing Expected standard

Pupils appreciate the broad enrichment offer available to them. Leaders ensure that all pupils can participate in a range of experiences that support their social, physical and cultural development. Pupils' pastoral needs are very well met. Leaders are adept at anticipating pupils' needs. They offer tailored provision, such as 'Space2Be', to those pupils who need extra help in building resilience and positive wellbeing. Pupils are consistently confident about the routes they can take to access support.

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Post-16 provision Expected standard

Leaders have established a sixth-form provision that reflects the needs and aspirations of students. The curriculum includes a range of academic and vocational subjects alongside more tailored pathways that help students to bridge gaps in their learning. Teaching is effective. Teachers have expert subject knowledge. They provide students with regular opportunities to explore and deepen their learning. Students with special educational needs and/or disabilities (SEND) are well supported in their learning. Students demonstrate positive learning habits and independent study skills. Typically, students achieve well. In national examinations, outcomes are broadly in line with expectation but have varied over time. Leaders have taken effective and decisive steps to address areas where achievement has been less positive. As a result, students are beginning to achieve more consistently well across the range of qualifications offered.

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Post-16 provision Expected standard

Students, including those with SEND and those who are disadvantaged, are well prepared to progress to the next stages of their learning, training or employment.

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Post-16 provision Expected standard

Students have positive attitudes to learning. They attend regularly and behave well. Students are positive role models to younger pupils. Many students embrace opportunities to take on leadership responsibilities. Students engage positively in wider enrichment opportunities alongside their learning.

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

Pupils, including those who are disadvantaged, learn and achieve very well in the school. Pupils have positive attitudes to learning and are ambitious to be successful in their education. Lessons are purposeful and well organised. Teachers ensure that pupils with additional barriers to learning and/or wellbeing have the support and resources they need to learn successfully. Pupils enjoy their lessons and participate confidently. Pupils achieve consistently well in their GCSE examinations and are very well prepared for their next steps. Typically, students in the sixth form achieve in line with expectations in their national examinations. They are well supported to access a range of ambitious and well-matched future pathways. Pupils with special educational needs and/or disabilities make positive progress from their starting points.

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

Pupils are well known and cared for by staff. Pupils develop positive relationships with staff and their peers as soon as they join the school. Year 7 pupils settle swiftly. They particularly enjoy participating in the residential camp, where friendships are built. Pupils behave consistently well in lessons, during social times and when representing the school in the local community. Most pupils attend school regularly. Leaders recognise that some pupils, including those who are disadvantaged, are absent too often. They are working with pupils and their parents and carers to address this. Pupils are safe and feel safe. They recognise bullying to be uncommon in the school and are confident that staff will swiftly address any occurrences.

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

Pupils have many opportunities to widen their experiences and to explore their interests. In addition to attending clubs and trips, pupils enjoy showcasing their talents in the 'battle of the bands' and school productions. Student leaders are proud to give back to the school community, supporting other pupils with their learning and wellbeing.

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Next steps

Leaders should ensure that they regularly and precisely review the impact of their work to improve attendance so that absence is further reduced, particularly for disadvantaged pupils.

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Team inspectors:

Julia Mortimore, Ofsted Inspector Ed Mather, His Majesty's Inspector Marieke Forster, Ofsted Inspector Simon Cox, Ofsted Inspector

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Facts and figures used on inspection

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. Leaders should ensure that pupils with additional needs and their parents/carers are consistently well informed about the support they are entitled to. Leaders should ensure that their strategic priorities are clearly informed by accurate self- evaluation.

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About this inspection

This school is part of River Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul James, and the trust is overseen by a board of trustees, chaired by Jeremy Long.

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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 the school leadership team, trust leaders, members of staff, groups of pupils, representatives from the local governing body and representatives from the board of trustees.

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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

Inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 10 alternative provisions, including 8 that are unregistered.

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About this inspection

Headteacher: Tim Martin The inspector(s) used this data during the full inspection on 15 September 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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English and maths GCSE

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

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Attainment 8

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

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national average

2022/23 (final) 49.8 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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Disadvantaged pupils' performance

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

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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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national average

2022/23 (final) 21.4% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

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

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national average

2024/25 (final) 36.0 34.9 Close to average

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Disadvantaged pupils' Progress 8

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

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national average

2022/23 (final) -0.71 -0.57 Close to average

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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) 31.65 35.00 Close to average

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national average

2023/24 (final) 32.93 34.38 Close to average

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national average

2022/23 (final) 33.54 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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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) 8.7% 8.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 20.1% 23.4% Close to average

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national average

2023/24 (3 term) 24.4% 25.6% Close to average

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national average

2022/23 (3 term) 27.8% 26.5% 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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