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Oak Wood Secondary School continues to be a good school.
The headteacher of this school is Suzanne Whiston.
This school is part of Central England Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, George Smith, and overseen by a board of trustees, chaired by Hilary Ward.
What is it like to attend this school?
Pupils are benefiting from positive changes happening at Oak Wood Secondary School.
Pupils are happy and enjoy coming to school. They look forward to meeting their friends and teachers.
The school has high aspirations for pupils' next destinations..../> Pupils are well prepared for life after school. For example, many pupils are supported to access college and employment opportunities. All pupils learn skills towards developing their independence.
The curriculum provides wide experiences for pupils. The school listens to the interests of pupils and includes this into the curriculum. For example, pupils who are curious about floristry learn how to care for plants.
They enjoy arranging flowers for local shows.
Pupils behave very well around school. Staff understand how behaviour is a form of communication.
They know how to support pupils' behaviours carefully. Some pupils need extra help in managing their behaviour. They receive effective support which helps them to quickly manage their behaviour before it escalates.
Pupils' safety is very important here. Leaders have regular meetings to make sure that all pupils are safe and happy. Pupils know how to communicate when they need help.
This includes using symbols, signing and language. Staff can quickly identify if a pupil's change in behaviour may mean they need help.
What does the school do well and what does it need to do better?
This is a time of significant change at Oak Wood Secondary School.
However, it is an exciting time with many effective improvements impacting across school.
Leaders have created an ambitious curriculum, including in the sixth form. This is carefully planned with high expectations in meeting pupils' academic and special educational needs and/or disabilities (SEND).
The school has recently broadened the range of subjects that pupils study. Several new subjects have been introduced. All subject areas build key knowledge and skills in small steps over time.
Pupils have regular opportunities to revisit their learning. This helps pupils to know more and remember more key knowledge and skills. However, the school does not have an accurate view of how well the curriculum is being delivered.
This means that the school is not able to identify strengths and areas that may need further improvement.
The school has introduced new approaches to teaching pupils with additional needs. This is helping staff to effectively support pupils with SEND.
All pupils have an educational health and care (EHC) plan. These plans are mostly for severe learning difficulties (SLD), autism spectrum disorder (ASD) and other complex needs. Pupils are well engaged in lessons.
They have a wide variety of resources and stimuli to support them in class. Teachers use assessment opportunities during lessons effectively most of the time. This helps them plan pupils' next steps in learning.
However, the school system for measuring the impact of the curriculum on pupils over time is less well developed.
An effective reading and phonics curriculum is in place for all pupils. Many pupils are able to read fluently.
Pupils receive extra help to catch up quickly. Pupils who do not use verbal language to communicate are supported to identify words, letters and sounds. Pupils enjoy reading.
They talk about their favourite stories and books. All pupils read regularly with an adult in school.
Careers education is a strength at Oak Wood Secondary School.
Pupils are given various opportunities for accessing careers advice, work experience and vocational learning. The school provides a wealth of experiences for pupils to learn about different types of jobs, colleges and how to live independently. Staff have a secure understanding of the local labour market.
They work closely and engage regularly with local employers. Pupils discuss their aspirations and talents with staff. The school provides pupils with the necessary skills and experiences towards achieving these.
Staff use a wide variety of communication systems effectively. Pupils use these to share their thoughts and needs. In some parts of the curriculum, communication aids have been created to support subject-specific learning.
This is working well. However, this is not consistent across all subjects.
A range of extra-curricular activities are planned to support pupils' personal development.
These include residential trips, lunchtime clubs and achieving the Duke of Edinburgh's Award.
The school knows that some changes have impacted on staff workload. Some staff have expressed concerns about this.
However, leaders are taking steps to improve this.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school does not have an accurate view of how the curriculum is being implemented.
This means leaders do not have a clear view of what is working well and if agreed initiatives are being implemented as they expect. The school needs to ensure that robust processes are in place for checking how well the curriculum and other areas of work are being implemented. ? The purpose of assessment and how it is used to measure the impact of pupils' learning is not clear.
This means the school does not have a comprehensive view of how well pupils are learning the intended curriculum. The school should ensure that the system for assessing pupils' knowledge is well understood and purposeful.
Background
When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in July 2013.
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