Oakway Academy

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About Oakway Academy

Name Oakway Academy
Website http://www.oakwayacademy.org.uk
Ofsted Inspections
Principal Mrs Claire Byron
Address Off Oakway, Wellingborough, NN8 4SD
Phone Number 01933678714
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 588
Local Authority North Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at this school.

One pupil said: 'This school is great because the teachers are kind and we learn interesting things.' The staff care deeply about all of its pupils. The welfare team provide the necessary support for pupils to overcome difficulties.

Expectations are high for all pupils to achieve well, particularly those with special educational needs and/or disabilities (SEND) and the most disadvantaged.

There are clear and well-established routines which enable pupils to settle well into the school. All staff have high expectations for pupils' behaviour.

Pupils appreciate the guidance the school rules provide. For instance, t...he use of the acronym 'STAR', which means 'sit up straight, track the speaker, ask and answer questions, respect everyone' is consistently applied, and pupils say it keeps them on track. As a consequence, pupils behave well.

They get on well together. Bullying is not tolerated. Well-trained pupil anti-bullying ambassadors support other pupils at playtimes.

They pass information to adults quickly, so they can deal with poor behaviour and address bullying immediately should it happen.

Pupils are highly respectful of one another and of difference. Pupils learn to debate tricky issues in a mature manner.

One pupil stated: 'Our school is very welcoming, and our differences are what make our school unique.' This is evident throughout the school.

What does the school do well and what does it need to do better?

Teaching pupils to read well is a priority.

Leaders have clear expectations about what they want pupils to achieve. Staff are knowledgeable and identify when pupils are falling behind in reading. They provide well planned and bespoke support where necessary.

Extensive resources support pupils. Pupils learn to be resilient and show a determination to learn to read.

Beyond learning to read, books play a prominent part in the school.

Access to a wide genre and range of authors, both new and traditional, ensures that pupils develop a love of reading. The books expose pupils to issues such as diversity and inclusion. A well-resourced library takes pride of place in the centre of the school.

Pupils are keen to spend time there and immerse themselves in books. 'Reading champions' take rucksacks full of books out onto the playground. They proudly state the importance of their role.

One pupil said: 'We take books throughout the school and persuade others to read them. They are really great books, so we promote them.'

Leaders have made sound and well-informed decisions about how to improve all elements of the curriculum.

However, in some elements of the curriculum, leaders have not checked precisely enough to establish the impact of these changes. All subjects are well planned and sequenced. As a consequence, pupils make strong links between different concepts, such as how volcanoes link to tectonic plates.

Teachers draw upon their strong subject knowledge to design and deliver lessons that are exciting for pupils. This engages learners and enables them to work independently and collaboratively. Pupils focus on their learning, want to work hard and are determined to do well.

Children make a strong start in the early years foundation stage (EYFS). Learning activities are carefully considered and skilfully constructed. Adults are knowledgeable and support children effectively to challenge their thinking.

Leaders have given careful consideration to how learning in key stages 1 and 2 builds from what children have been taught in EYFS. As a consequence, children are well prepared for their next phase of learning. There is a strong resolve to ensure children communicate well and learn a rich vocabulary.

The early years is a nurturing environment where children quickly learn respect and tolerance.

Leaders are particularly ambitious for pupils with SEND. Clearly identified needs are well communicated to staff.

Appropriate adaptations to teaching ensure these pupils succeed. Adults use additional resources effectively to support pupils. This ensures they access the same learning as everyone else.

Leaders regularly check on the progress of pupils with SEND, which helps them to achieve well.

The school has high expectations for behaviour. Recent changes to the behaviour policy have raised expectations higher.

Pupils are clear about the rules and understand their importance. Those who struggle sometimes quickly get the support they need. Behaviour is good in lessons and on the playground.

Pupils are courteous and respectful to each other. Pupils recognise the importance of coming to school. Leaders support pupils who struggle to attend regularly.

Nevertheless, too many pupils are persistently absent from school.

There are many opportunities for pupils to develop beyond accessing the academic curriculum. Pupils relish the chance to take on a wide range of additional responsibilities.

including being school councillors or eco-warriors. The curriculum provides a range of appropriate enrichment activities. Pupils learn how to keep themselves safe, both when learning online and when in the community, and also to be healthy.

Excellent pastoral support ensures pupils overcome barriers to learning or development should they arise.

Leaders have been resolute in improving the school. They have made sound and well-informed decisions about what to improve and when.

Leaders are considerate of staff's workload and care for their well-being.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding within this school.

Checks on staff ensure only appropriate adults work in the school. Staff are vigilant to risks of harm and abuse. Systems for reporting, recording and monitoring concerns are robust.

These are regularly reviewed. External support is sought where necessary. Appropriate challenge ensures this support has a positive impact.

The school responds well to any local safeguarding issues. It provides additional training and support where necessary.Pupils feel safe.

Bullying rarely happens, but pupils know it will be dealt with. Pupils know how to keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Too many pupils are persistently absent from school.

This means that they are missing out on their education. Leaders must ensure the recently introduced strategies to improve attendance are having the desired impact to reduce absence rates. ? Leaders have made sound and well-informed decisions about how to improve all elements of the curriculum.

However, in some elements of the curriculum, leaders have not checked precisely enough to establish the impact of these changes. As a consequence, some elements of the curriculum are not as established as they could be. Leaders should ensure they check that the improvements made are having the required impact and make changes where necessary.

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