Melksham Oak Community School

Name Melksham Oak Community School
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Bowerhill, Melksham, SN12 6QZ
Phone Number 01225792700
Type Secondary
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1192 (54.3% boys 45.7% girls)
Number of Pupils per Teacher 15.2
Academy Sponsor The White Horse Federation
Local Authority Wiltshire
Percentage Free School Meals 13.7%
Percentage English is Not First Language 3.1%
Persisitent Absence 18.9%
Pupils with SEN Support 8.7%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

The school is part of the Academy Trust of Melksham (the trust). The trust was formed in April 2015 and its work is overseen by a board of trustees. The trust is responsible for seven primary schools and one secondary school. When its predecessor school, of the same name, was last inspected by Ofsted in September 2012, it was judged to be a good school. The school is larger than the average comprehensive school. The number of pupils known to be eligible for free school meals is broadly average. Very few pupils are from minority ethnic groups and almost all speak English as their first language. The number of pupils with an education, health and care plan is above the national average The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a school that requires improvement Too many pupils, particularly disadvantaged pupils, in the main school and in the sixth form are not achieving as well as they can. The most able are not stretched sufficiently. Leaders do not have an accurate enough picture of the quality of teaching, learning and assessment. Checks on the impact of actions to improve teaching are not used effectively to secure good teaching and achievement across the curriculum. Disadvantaged pupils have not made the progress of which they are capable in the last few years. The progress of some of these pupils is hindered by their low attendance. In recent years students achieved broadly similar A-level results to students in other schools. However, AS-level results for Year 12 students were weaker than in previous years. The quality of teaching is too inconsistent. There are examples of good teaching where pupils make strong progress but, too often, pupils’ progress is hampered because learning activities lack challenge and do not deepen pupils’ understanding sufficiently. Teachers’ expectations of what pupils can achieve are too low. As a result, pupils have not developed good attitudes to learning. In some subjects, pupils’ books show too many gaps because work is left unfinished. Elsewhere, poor presentation is not challenged. Governors do not hold school leaders to account with sufficient rigour. They receive reports and involve themselves in the work of the school but they have not challenged leaders sufficiently over how well pupils achieve. The school has the following strengths Leaders are now taking action to improve the school. For example, there is a renewed focus on ensuring that disadvantaged pupils and sixth form students make better progress. There are positive signs but it is too early to judge the full impact of these changes. Leaders have created a culture which provides high levels of care and support for pupils, especially those who might be vulnerable. Pupils’ personal development is a strength. Their conduct around the school is good. They treat each other with good humour and tolerance and they treat adults with courtesy and respect.