Imperial Oak School

Strengths

• Safeguarding standards are met, with an open culture and concerns actively identified, acted upon and managed.
• Inclusive, nurturing school with a robust understanding of the community it serves.
• Rigorous admission procedures and effective relationships with parents and carers.
• Quick and accurate identification of pupils' needs and family needs.
• Strong pastoral offer that benefits disadvantaged pupils.
• Effective multi-professional working and regular, well-planned staff training.
• Good support for pupils with complex and multiple SEND, including those known to social care.
• Well-considered personal development programme that evolves as the school grows.
• Pupils learn about safety, cultural diversity, different relationships and fundamental British values.
• Thoughtful integration of communication and sensory development throughout the school day.
• Strong focus on independence and preparation for adulthood, including self-help and life skills.
• Therapists train staff to support communication and sensory needs, and staff mostly apply this well.
• Workshops help parents and carers use the school's therapeutic approaches at home.
• Pupils access the local community, including daily playground visits, road safety and travel training.
• High expectations for behaviour; bullying is not tolerated and classrooms are typically calm and well ordered.
• Purposeful resources, nurturing classrooms, and staff who motivate and encourage pupils.
• Sensory spaces and practical activities such as climbing, water play and cooking.
• Pupils take part in assemblies, music and art, building confidence and helping them recognise their talents.
• Staff feel well supported, work collaboratively and are proud to work at the school.

Areas for Improvement

• Leaders' checks on prior learning do not identify precisely enough what pupils know and can do.
• Some pupils have gaps in reading, writing and mathematics and do not achieve as well as they should.
• Some pupils are not securely prepared for the next stage of their learning.
• Attendance oversight is not robust enough, despite appropriate expectations and monitoring systems.
• Behaviour records sometimes lack detail, so management of some pupils' behaviour lacks precision.
• Staff do not routinely apply effective methods to manage some pupils' behaviour.
• Some staff lack the specific curriculum knowledge needed to implement the curriculum effectively.
• Teaching and learning activities can lack precision and appropriate adaptations.
• Pupils are not always learning important knowledge in a logical sequence.
• Some pupils are not developing and deepening knowledge and skills as swiftly as they could.
• Leaders do not check pupils' confidence and fluency in reading, writing and mathematics with sufficient rigour.
• Gaps in what pupils know, remember and can do are not routinely noticed or addressed.
• Some pupils do not receive the support they need to catch up and keep up with peers.
• The proprietor has not ensured the school complies with the independent school standards.
• Rapid growth has led to inconsistencies in teaching and learning and ineffective systems for capturing pupils' needs.
• Leaders' ability to make informed decisions swiftly is hindered by weak information systems.
• Improvement actions are still in their infancy, so the impact is not yet evident.
• Behaviour and attendance monitoring systems are not routinely embedded, leaving personalised supports and oversight underdeveloped.
• Independent school standards are not met in quality of education, welfare, health and safety, and leadership and management.

• Primary Schools
• Secondary Schools