The Oxford Academy, located in Littlemore, Oxford, underwent an inspection on 18 and 19 October 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and personal development were all rated as Requires Improvement, while leadership and management, as well as sixth-form provision, received a Good rating. The headteacher, Nora Ward, leads the school, which is part of the River Learning Trust, overseen by CEO Paul James and trustee chair Kirsten Robinson.
The inspection highlighted that recent actions by school leaders have initiated a positive transformation within the school. Pupils report feeling safe and appreciated by staff, with sixth-form students expressing pride in their school. However, the school acknowledges that further work is needed to fully embed improvements. The new curriculum is deemed aspirational and suitable for all students, and while teaching quality is developing, it does not yet support all pupils, particularly those with special educational needs and disabilities, to achieve at high levels. In contrast, the sixth form demonstrates more effective curriculum implementation.
Behavior expectations have been raised, and both pupils and staff recognize improvements. Generally, pupils behave well during lessons, and social conduct is orderly, although heavy supervision is still required. Instances of mobile phone use and derogatory language remain common, indicating that personal responsibility for behavior is not yet fully established among students. Sixth-form students serve as positive role models, often volunteering to assist with supervision during breaks.
The curriculum is ambitious, with most pupils with special educational needs studying alongside their peers. The school effectively identifies individual needs and provides appropriate support, including alternative programs when necessary. However, there is a need for clearer connections in the curriculum to enhance pupils' ability to apply their knowledge effectively. While most teachers create calm classrooms, pupils do not consistently achieve their potential, and understanding is not always checked thoroughly, leading to gaps in learning.
The school's reading strategy is newly implemented and has not yet been fully rolled out, resulting in insufficient reading practice for some pupils. The behavior management systems are positively impacting the school environment, with improvements in punctuality and attendance noted. The personal development program is comprehensive but lacks depth in delivery, with limited opportunities for pupils to engage in meaningful discussions and take responsibility.
The school's capacity for improvement has significantly increased since joining the trust, with robust plans in place for continued transformation. The trust provides strong support and oversight, ensuring that statutory duties, including safeguarding, are met diligently. Leaders are committed to engaging the local community and keeping parents informed about decisions and improvements. Staff feel valued and respected, benefiting from high-quality training and support.
To improve, the school must fully embed its curriculum development, ensuring that all pupils, including those with additional needs, acquire the necessary knowledge and understanding to succeed. The reading strategy needs to be implemented effectively to support all pupils in developing their reading skills. Consistency in addressing behavior issues among staff is essential, as is fostering a culture where all pupils take responsibility for their actions. By addressing these areas, the school can enhance its overall effectiveness and better support its students in achieving their potential.
