Oastlers School

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About Oastlers School

Name Oastlers School
Website http://www.oastlers.com
Ofsted Inspections
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.
Headteacher Mrs Lyndsey Brown
Address Flockton Road, Bradford, BD4 7RH
Phone Number 01274307456
Phase Academy (special)
Type Academy special converter
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Bradford
Highlights from Latest Inspection
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.

What is it like to attend this school?

Oastlers School is a place where pupils thrive. Leaders aim for pupils to be 'safe, secure and successful'.

Leaders have the highest expectations for pupils. They have developed a curriculum that provides all pupils with a stimulating range of learning opportunities. These enable pupils to progress exceptionally well.

Pupils experience high-quality provision that is well resourced. They are supported by well-trained and supportive staff. Staff understand pupils' personal and social needs well.

All pupils benefit from an educational offer that is carefully designed to meet their individual special educational needs and/or disabilities.

Across sites, r...elationships between staff and pupils are very secure. Pupils value highly the support that they receive.

Staff greet pupils positively at the start of the school day. They eat breakfast together and talk through any concerns that they may have. This ensures pupils are calm and ready to learn.

Pupils are welcoming to visitors. They are polite. Pupils say that both school sites are 'amazing places' and inspectors agree.

Pupils feel very safe in school. They treat each other with respect. School sites are calm and orderly.

Pupils say that bullying does not happen in school. They know staff would deal with it effectively if it were to occur.

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

Teachers share leaders' determination for pupils to do well.

From low starting points and facing significant challenges, pupils make substantial progress through the curriculum. The curriculum is strong. Teachers are knowledgeable.

They have a secure understanding of their subjects and the pupils they teach. Relationships between staff and pupils are built upon respect. This ensures that pupils engage with learning well.

Pupils' work is of a high standard. Teachers identify any gaps in pupils' knowledge and understanding quickly. Pupils are given well-targeted and highly effective support.

Reading is taught consistently well. Pupils use their phonic knowledge securely to help them to read. Most pupils learn to read fluently.

Pupils' behaviour and attitudes are exceptional. They learn to behave well and develop high levels of respect for others. This includes people that are different to them.

All pupils show high levels of self-control. They consistently have positive attitudes to their education. Incidents of crisis behaviour are rare.

If pupils need help to calm down, staff intervene swiftly and supportively. Most pupils' attendance improves when they join the school. Many pupils have previously experienced high levels of absence.

Some have not attended school for long periods of time. Leaders promote regular attendance well. They have invested in staff and developed systems to ensure that pupils attend regularly.

This has a very positive impact on pupils' learning and progress.

Leaders have developed a high-quality sixth-form curriculum. It is designed to meet the needs of students who need more time to achieve qualifications.

The curriculum is very well thought out. Each student is prepared for their next steps securely. English and mathematics lessons feature prominently.

The curriculum leads to further qualifications, sometimes to level 3. Students are skilfully supported. They are developed as individuals through a rich and varied wider curriculum.

This includes work experience. Students are keen to engage with learning and their behaviour is exemplary. Students' spiritual, moral, social and cultural development is exceptionally well supported.

Students support younger pupils and lead prayers in assembly, for example. This has a positive impact on their personal development.

Personal development is a strength of the school.

Pupils rapidly develop their ability to be independent. Their ability to be independent is supported by a strong personal, social and health education (PSHE) curriculum. Leaders have planned a strong careers programme.

Pupils meet industry professionals and local businesses to learn about work. Pupils show mature attitudes to personal development. This includes sensitive matters around relationships and sex education.

Pupils have a secure understanding of different faiths and cultures. They visit places of worship and speak to people who follow different religions. Teaching British values is thoughtfully addressed in regular assemblies and during class discussions.

Pupils are taught how to keep themselves physically and mentally healthy. Provision is very well resourced. Pupils can access therapy dogs and a counsellor in the 'sanctuary' provision at each school site.

Leaders leave no stone unturned to ensure pupils achieve well. Their ambition for pupils is shared with a strong governing body. Governors know the school very well.

They have a deep understanding of all aspects of the school's work. They are relentless in exploring ways to improve the quality of education experienced by pupils. Staff speak highly of leaders' efforts to support their workload.

Leaders ensure that staff have regular time for assessment and administrative tasks. Staff value the development that they receive to continually improve their practice.


The arrangements for safeguarding are effective.

Leaders ensure safeguarding is prioritised. They have developed highly effective safeguarding systems. These ensure that pupils get the help that they need promptly.

Record-keeping is detailed. Concerns over pupils' welfare are followed up thoroughly. There is a strong culture of vigilance and staff are highly attentive to safeguarding issues.

Staff receive extensive safeguarding training and updates during weekly staff meetings. Relevant safeguarding information is shared in daily briefings. Staff are aware of the risks that pupils may face in the community.

Pupils feel safe in school. They learn about risks to their safety, including when using technology. Pupils know staff will support them effectively if needed.

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