King’s Oak Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The principal has led a steady improvement in the performance of the school over the last two years.

Overall, pupils are now making good progress from their starting points. Senior leaders have an accurate view of the strengths and weaknesses of the school. They tackle issues methodically and so have gradually improved teaching, learning and assessment over time.

The board and governors provide strong oversight of the work of the school. They hold the principal to account well and they have acted to strengthen the school's leadership team. The school has improved as a consequence.

Leaders have recently revised the key stages 3 an...d 4 curriculum. This has raised expectations of what pupils can achieve and is leading to improved standards, particularly in key stage 3. Teaching typically meets pupils' needs well.

Teachers set work that encourages pupils to think and to explain. The most able are given challenges that stretch them. Where teaching is at its best, pupils are keen to learn.

They know how to improve their work and are diligent in correcting and redrafting their work. The primary phase, called 'the Acorn', is providing a good start for pupils because : expectations are high and leaders and staff work hard to meet the needs of all pupils. The early years is a strength of the school.

Staff work closely with those in key stage 1 to get children off to a strong start. Staff know the children well. Teaching is stimulating and children make good progress from their starting points.

Pupils behave well overall. Parents and carers, and pupils, say that behaviour has improved significantly over the last two years. Pupils generally have positive attitudes to learning too.

Attendance is improving but too many pupils, particularly disadvantaged pupils, are still regularly absent. This is having a significant impact on their learning because they fall behind. Some weaker teaching remains.

Pupils make slow progress where expectations of them remain too low. They become disengaged and are content to sit back. Not all middle leadership is as effective as the best.

This has allowed weaker teaching to persist in a few subjects. Some parents feel that school leaders do not respond to their concerns promptly.

Information about this school

The school is a member of the Cabot Learning Federation.

It is an all-through school that caters for pupils from 4 to 19. However, it currently only has pupils in Reception and key stages 1, 3 and 4. The primary phase (the Acorn) opened in 2015 and will grow each year until it reaches Year 6.

There is no longer a sixth-form provision. Sixth-form students now attend another school in the Cabot Federation. The proportion of pupils supported by the pupil premium grant is above the national average.

The proportion of pupils who speak English as an additional language is in line with the national average. The proportion of pupils who have SEN and/or disabilities is well above average. The school meets the current government floor standards, which set the minimum expectations for pupils' progress by the end of key stage 4.

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