The inspection of Oakbank School, conducted on 28 and 29 November 2023, revealed that the overall effectiveness of the school requires improvement. The quality of education is also rated as requiring improvement, while behaviour and attitudes, as well as personal development, are deemed good. Leadership and management are similarly rated as requiring improvement. The headteacher, Steven Jump, leads the school, which is part of the Anthem Trust, overseen by CEO Mohsen Ojja and a board of trustees chaired by Jay Bhutani.
The school aims for all pupils to thrive, but frequent staff changes have hindered the quality of teaching, leading to gaps in pupils' knowledge and skills. This inconsistency affects their ability to apply what they have learned in new contexts. The school has not adequately trained staff to assess pupils' learning effectively, which means that the higher aspirations for pupil achievement have not yet been met.
Despite these challenges, the school has made strides in improving pupil behaviour. Clear and consistent behaviour expectations introduced in September have led to calmer and more orderly conduct among pupils. They show respect for one another and remain focused during lessons. The school excels in providing careers information, advice, and guidance, with a well-designed programme that helps pupils make informed choices about their future education and careers. Older pupils appreciate leadership opportunities, which foster responsibility and diligence.
The curriculum is well-structured, with a broad offering at key stage three. However, not enough pupils at key stage four achieve qualifications in the English Baccalaureate, and the school's efforts to address this issue have not yet borne fruit. While some teachers are developing consistent approaches to teaching, the implementation of the curriculum varies across subjects.
The school has accurately identified the needs of pupils with special educational needs and/or disabilities (SEND), but the support provided is inconsistent. A small number of teachers effectively use guidance to meet these pupils' needs, but many do not, resulting in underachievement among SEND pupils. The school has recently begun to support pupils who have fallen behind in reading, but this initiative is still in its early stages, and its impact is not yet evident.
Attendance is improving, but some pupils still miss significant amounts of essential learning. The school works diligently to address individual attendance issues, fostering a positive culture and respectful relationships between pupils and staff. However, the effectiveness of these relationships can vary depending on the quality of teaching.
The wider development of pupils is a strength, with a well-structured personal, social, and health education (PSHE) curriculum that teaches vital lessons about healthy relationships and safety. The school has experienced significant staff changes and leadership turbulence since the last inspection, impacting its rate of improvement. Trust leaders and senior leaders have identified areas needing attention and are beginning to implement necessary changes, although these efforts are still in the early stages.
The arrangements for safeguarding are effective, ensuring a safe environment for pupils. However, the school must improve its support for pupils with SEND, enhance the consistency of curriculum delivery, and strengthen the monitoring of educational quality to ensure that all pupils achieve their potential. The school is encouraged to provide staff with the necessary training to meet the diverse needs of its pupils and to implement effective strategies for checking understanding and providing feedback. Overall, while there are positive aspects to the school, significant work remains to be done to achieve the desired standards of education and support for all pupils.
