The Oakwood Academy ‘Good’ in all areas say Ofsted

The team spent two days at the Nottingham school, which is sponsored by Redhill Academy Trust, where they observed ‘high expectations’ and said that ‘pupils are happy and safe at this inclusive school’.

Andrew Burns, Chief Executive of the Redhill Academy Trust, commented: “We would like to congratulate The Oakwood Academy for achieving Good in their recent Ofsted inspection. We are delighted that they have been recognised for the significant improvements they have made since joining the Redhill Academy Trust. This has been the culmination of a lot of hard work from all involved and is great news for the local community.”

Inspectors visited lessons, looked at students’ work and spoke to a wide range of stakeholders including students, parents, teachers, leaders and governors on 11^th and 12^th July this year.

All pupils understand what it means to be an ‘Oakwood student’. They know that they must be kind, on time and organised. They must work hard and make the most of opportunities, so that they achieve highly.

Returning their Section 5 report, they said: “All pupils understand what it means to be an ‘Oakwood student’. They know that they must be kind, on time and organised. They must work hard and make the most of opportunities, so that they achieve highly.”

The inspection team noted that ‘pupils behave well’ and that they valued the school’s focus on equality and treating everyone with respect. Inspectors said: “They feel cared for by adults who know them well and notice when they are not themselves.” 

The report further praised the dynamic between staff, students, and the school, noting that students “appreciate how teachers encourage them to be independent and resilient learners,” with most taking pride in their work and trying hard in lessons. It continued: “Staff are proud to be part of the team at this school. They highly value the opportunities that the school and trust provide for them to develop their teaching and leadership expertise.”

On the curriculum, Ofsted recognised the hard work undertaken by leaders who have reviewed and improved the curriculum ‘with considerable support from the trust’. “Leaders have worked with clear moral purpose to bring about significant improvement at this school,” the report says. “They have set a clear vision. They aim to give pupils ‘the curriculum they deserve’, so that they are ready to confidently take their next steps in education and in life.”

Headteacher Andy Gilbert said: “I am delighted that the hard work of our staff, students, families and wider community has been recognised in this report. It is a tremendous boost for The Oakwood Academy and its community. We should all be proud of the collective effort and effective teamwork that has led to these judgements of our school and we continue to strive for further improvement in the future”

Attracting specific praise was the school’s strong focus on reading, both within and outside the curriculum, which sees pupils in Key Stage 3 read every day. Inspectors said: “Reading has a high profile in this school,” adding: “The school makes sure that pupils understand how important reading is for learning and for life.”

Leaders have worked with clear moral purpose to bring about significant improvement at this school. They have set a clear vision. They aim to give pupils ‘the curriculum they deserve’, so that they are ready to confidently take their next steps in education and in life.

Opportunities for pupils to develop personally were also acknowledged. “Pupils benefit from well-planned provision for their personal development,” the report reads; “The school provides a rich variety of clubs and experiences that enhance learning and support pupils’ wider development.”

It adds: “Pupils celebrate and learn about diversity in lessons, assemblies and events like Pride and Black History Month. They said everyone can be themselves.”

Listed below are further comments made by inspectors following the recent Ofsted inspection:

• Staff guide pupils to make sure they make ambitious choices for their next steps in education, training or employment. 
• Staff teach pupils exactly what [the school’s] expectations mean. The vast majority of pupils do their best to meet these expectations. The school celebrates when they do.
• [Leaders] have set clear expectations about what pupils should learn. This means teachers know what to teach and when to teach it. Pupils’ learning builds step by step.
• The school makes sure that teachers receive clear advice about how to meet the needs of pupils with special educational needs and/or disabilities (SEND).
• Teachers adapt their teaching, so that all pupils get the support they need to successfully access the curriculum. Teaching assistants support pupils to work independently in lessons. 
• The school’s personal development periods, assemblies and tutor-time activities all help pupils to prepare well for life in modern Britain.
• Leaders make sure that all pupils, including those with SEND, learn the important knowledge about relationships and sex education and health education.
• Those responsible for governance provide effective oversight of the school’s work to continue to improve provision for the pupils of Oakwood. 
• There is a strong culture of safeguarding at this school. Leaders are knowledgeable and committed. They work closely with local safeguarding partners and parents to protect pupils from harm. They respond very promptly to any concerns about a pupil’s welfare. They are tenacious in getting pupils the help they need. They ensure that staff receive effective safeguarding training. As a result, staff are vigilant and take their duties seriously. 
• The school teaches pupils to keep themselves and others safe, including when online. Pupils learn about the effects of drugs and alcohol. They learn the importance of consent in relationships and the impact of bullying.