Oakfield

to foster a culture of high expectations and success for students by offering a flexible curriculum that engages and motivates both groups of students and individuals; to encourage a sense of responsible citizenship in our students; to develop a professional community of teaching and support staff within the school, developing leadership skills; and to create a safe and secure learning environment in which high standards of behaviour and commitment are clearly expressed and realised.
Through all of these initiatives, we hope to instil a sense of pride in our school and increase its visibility in the neighbourhood and the rest of the city.
At Oakfield, we think every student has the right to demand top-notch instruction, a comprehensive and interesting curriculum, and a secure learning environment that will help them realise their full potential and prepare them for adulthood.
We believe we should establish challenging goals for both staff and students, building on strengths and aiming for improvements. All of our students will be treated equally and with respect.
As part of our self-evaluation and quality assurance programme, we will have efficient systems for reviewing and improving our practise in order to encourage high standards in lessons and behaviour.
Since the previous inspection, the leadership group has kept the school's educational programme at a high standard.
Your passion and goal are crystal evident, and the growing leadership team concurs.
Your emphasis on putting the students at the centre of the school and your comprehension of their multifaceted requirements are ensuring that it continues to satisfy the needs of all students.
Employees feel valued and happy to work at the institution.
They appreciate the sense of family and well-being you have engendered.
The workforce at Oakfield has access to a variety of professional development opportunities, and they can see that Oakfield offers positive career advancement opportunities, as seen by the internal development and promotion of the key stage 3 and 4 leaders.
Students behave well.
Staff members have high standards for student behaviour.
However, leaders are using the analysis of incidents to further ingrain the system of "leading by walking about" and recognise that this is because of a new approach to behaviour management.
You think that by making senior staff more visible throughout the school, this strategy has started to foster relationships and set standards for student behaviour.
One of the school's strengths is its attention to students' emotional health.
In order to support their wellness, increase attendance, and decrease incidents, highly trained professionals collaborate with staff, students, and parents in a variety of methods.
In both key stage 3 and 4, nurture courses give teachers the freedom to design activities that meet students' personal wellbeing and behavioural requirements so that they are prepared for learning.
Two students who are comfortable, talkative, and knowledgeable about their studies were interviewed by inspectors.
You and your leadership group have made sure that the protection measures are appropriate.
You have established a strong safeguarding culture in your school, giving the students a safe and secure environment.
We concentrated on whether teaching and learning quality remained high during the inspection.
In certain classes, learning was extremely personalised.
Since September, students have grown to be proud of their work and comfortable discussing their education.
A wide range of examples was seen, including fractions, storywriting, character summaries and life in care.
The use of good questions is prevalent throughout the curriculum.
This supports pupils' recall of knowledge and allows teachers to build on and progress pupils' learning.
A further focus of our visit was attendance and behaviour.
Leaders have robust procedures for tracking and monitoring attendance which ensure the well-being of pupils.
They work closely with families to improve the attendance of pupils who have not been at school for long periods of time before their referral to Oakfield.
However, leaders acknowledge that further improving attendance is still an important area of development.
Behaviour across the school is well managed.
The recent changes in behaviour management have allowed senior leaders to build positive relationships with pupils which support the clear and high expectations for pupils' behaviour.
Pupils respond well to these expectations and are proud of their school, their work and their achievements.
The school curriculum is well thought out and meets the social, emotional and behavioural needs of the pupils.
Leaders are now working to improve pupils' achievement further by providing more opportunities for pupils to write at length in all subjects.
Leaders use additional funding well to support the academic and wider development of the pupils.
pupils' attendance continues to improve, particularly for pupils who are persistently absent.