|Name||Oak Wood School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||20 November 2018|
|Address||Sutton Court Road, Hillingdon, Uxbridge, Middlesex, UB10 0EX|
|Number of Pupils||734 (81% boys 19% girls)|
|Number of Pupils per Teacher||14.0|
|Percentage Free School Meals||18.3%|
|Percentage English is Not First Language||36%|
|Pupils with SEN Support||15.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized school. The number of pupils on roll has increased sharply since the previous inspection. The school is now co-educational, with girls currently in Years 7 and 8. The school changed its name to Oak Wood School in September 2017. Previously it was Abbotsfield School for Boys. The school moved into its new building in January 2018. The school has a high number of new admissions and leavers during the school year. An IEB replaced the governing body in February 2018. The proportion of pupils with SEND is above the national average. The school has a small resourced provision for pupils who have autism spectrum disorder. The proportion of pupils who are from disadvantaged backgrounds is above the national average. Approximately 40% of pupils are from White British backgrounds. The school uses short-term off-site educational provision for a small number of pupils when required. This includes the Jubilee Academy and Springboard West. Some pupils also study courses at Innov8 Training and Development Ltd, which is situated in a building on the school site.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not been effective in ensuring that pupils benefit from a good quality of education. They have been too slow to address some issues from the previous inspection. The relatively new interim executive board (IEB) has improved governance in a short period of time. Previously, governance was weak. Leaders were not sharply held to account for the pace and impact of their work. Leadership and teaching energy has been heavily focused on improving outcomes at the end of Year 11. The curriculum and teaching at key stage 3 do not prepare pupils well enough for the demands of key stage 4. Pupils do not make good progress across key stage 3. Subject leadership is improving. However, leaders require more time and further development in their skills to manage their teams and raise standards further. At key stage 4, GCSE results are not good in art, geography and design and technology. Leaders have not ensured that staff consistently follow school policies, particularly in relation to behaviour and assessment. Some teachers do not meet the needs of their pupils. Teaching is not effective enough in challenging the most able and supporting pupils with special educational needs and/or disabilities (SEND). Teaching does consistently help pupils to develop their writing skills. Some teachers have low expectations for the quality of work their pupils should be producing. Pupils’ attendance and their punctuality are not good enough. Pupils do not have good attitudes to learning. There is too much low-level disruption. The school has the following strengths Pupils have achieved particularly well in GCSE mathematics for the last two years. Leaders have successfully managed the integration of girls into the school since it became co-educational in September 2017. The sixth form is a strength of the school’s work. Students make good progress. Pupils’ overall progress and attainment at the end of Year 11 continues to improve. Pupils value the school’s work to manage their emotional and mental health. The counselling and support provided to pupils is effective. Leaders manage day-to-day safeguarding well.