Oakmead College of Technology Closed - academy converter Nov. 30, 2012
Headteacher: Dr A Minard
School holidays for Oakmead College of Technology via Bournemouth council
Secondary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Close date
- Nov. 30, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 405718, Northing: 95893
- GPS coordinates
- Latitude: 50.763, Longitude: -1.9203
- Accepting pupils
- 11—18 years old
- Ofsted last inspection
- March 14, 2012
- Region › Const. › Ward
- South West › Bournemouth West › Kinson South
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Sixth form
- Has a sixth form
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Oak Academy BH119JJ (865 pupils)
- 0.2 miles Elmrise Primary School BH119JN
- 0.2 miles Elmrise First School BH119JN
- 0.2 miles Elmrise Junior School BH119JN
- 0.2 miles Stillbrook Lodge Independent Montessori Primary School BH119JW
- 0.2 miles Leaf Studio BH119JW (337 pupils)
- 0.2 miles Elm Academy BH119JN (304 pupils)
- 0.4 miles Heathlands Junior School BH118HB
- 0.4 miles Heathlands Primary School BH118HB (222 pupils)
- 0.4 miles Switched-On Christian School BH118LQ (21 pupils)
- 0.5 miles Christ The King Catholic Primary School BH119EH (345 pupils)
- 0.5 miles Christ The King Catholic Primary School BH119EH
- 0.6 miles Heathlands First School BH118BQ
- 0.9 miles Kingsleigh First School BH105HS
- 0.9 miles Kinson Primary School BH119DG (436 pupils)
- 0.9 miles Bearwood Primary and Nursery School BH119UN (216 pupils)
- 0.9 miles Kingsleigh Secondary School BH105HS
- 0.9 miles East Howe Pupil Referral Unit BH105HD
- 0.9 miles The Bourne Academy BH105HS (665 pupils)
- 1 mile Kingsleigh Junior School BH105HT
- 1 mile Kings High School BH105HS
- 1 mile Kingsleigh Primary School BH105HT (512 pupils)
- 1.1 mile Winchelsea School BH124LL (104 pupils)
- 1.2 mile Alderney Middle School BH124JG
|Inspection dates||14–15 March 2012|
Oakmead College of Technology
|Unique reference number||113881|
|Inspection dates||14–15 March 2012|
|Lead inspector||John Seal HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Modern (non-selective)|
|Age range of pupils||0–19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Nu mber of pupils on the school roll||1168|
|Of which, number on roll in the sixth form||274|
|Appropriate authority||The governing body|
|Date of previous school inspection||5–6 November 2008|
|School address||Duck Lane|
|Telephone number||01202 774600|
|Fax number||01202 774627|
|Registered childcare prov ision||Little Oaks|
|Nu mber of children on roll in the registered |
|Date of last inspection of registered |
childcare prov is ion
|5–6 November 2008|
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look for the link on the main Ofsted website: www.ofsted.gov.uk
|John Seal||Her Majesty’s Inspector|
|Charlotte Evers||Additional Inspector|
|David Howley||Additional Inspector|
|Allan Barfoot||Additional Inspector|
|Jim McVeigh||Additional Inspector|
This inspection was carried out with two days' notice. Inspectors observed 38
teachers teaching 38 lessons, some of which were joint observations with the
executive headteacher and other senior members of staff. Inspectors spoke to
different students in meetings, during lessons and at break times. Meetings were
held with members of the governing body and senior and middle leaders. Inspectors
took account of the responses to the online questionnaire (Parent View) in planning
the inspection, observed the school’s work, and looked at the school development
plan, the safeguarding policies and the minutes of the governing body. Also, they
analysed 96 questionnaires returned by parents and carers and others completed by
students and staff.
Information about the school
The college is larger than the average-sized secondary school and holds specialist
status for technology. It is located within a selective secondary school system. The
vast majority of students are of White British heritage. A very small number of
students are from minority ethnic backgrounds and speak English as an additional
language. The percentage of students who are known to be eligible for free school
meals is above average. The proportion of disabled students and those who have
special educational needs is above that found in most schools. The college has
exceeded the government’s floor targets for academic performance, which sets the
minimum expectations for students’ attainment and progress. The governing body
manages an on-site childcare and nursery provision which was inspected at the same
time as the college. In September 2011, the college federated with the main
contributory primary school. There are established plans in place for the college and
primary school to become academies by September 2012.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. The sixth form is good. The effectiveness of the Early
Years Foundation Stage is good. The key strength of the college is the effective
and flexible approach taken to ensure that all of the widely diverse student
population are included in a positive and productive learning environment. The
slightly lower-than-average attainment for English and mathematics and the
small proportion of lessons that are satisfactory hinder the school from being
- Students’ progress is good, being significantly higher than that seen nationally,
from very low starting points. As a result, levels of attainment have risen year
on year since the last inspection and the gap between the college and the
national average is closing rapidly.
- Most lessons are taught well. In the best lessons, teachers plan practical and
interesting activities that closely meet students’ needs and abilities. Students
make good progress and are keen to learn. In the smaller number of
satisfactory lessons, students receive the same work regardless of their abilities
and needs, marking is not consistent and introductions and explanations are too
- Students behave well in lessons, when moving around the school and during
break times. Permanent exclusions are non-existent and have been so for 13
years. The small number of fixed-term exclusions is declining and attendance is
- The college is well led and managed. The senior leadership team and middle
managers are ambitious and committed to raising standards of attainment.
Leaders and managers at all levels are highly effective in improving the quality
of teaching. The governing body demonstrates a clear knowledge of what the
school does well and where it needs to improve next. It is robust in its
challenge and support, holding the school to account effectively.
What does the school need to do to improve further?
- Ensure the college’s effective improvement systems maintain the strong focus
on raising all students’ attainment so that it is at least in line or higher than the
national average, especially in Key Stage 4 by:
ensuring all teachers’ assessment strategies, including marking,
consistently provide students with activities and feedback that precisely
meet their needs
shortening the amount of time that teachers spend on introductions and
explanations in order to strengthen students’ ability to be responsible for
their own learning by developing their skills for independent learning.
Achievement of pupils
The proportion of students who achieved five GCSEs at grades A* to C including
science were significantly above average in 2011, but the number gaining five GCSEs
at grades A* to C including English and mathematics was below average. Students’
work seen during the inspection, lessons observed and the college’s analysis of
assessment information indicate that the progress students are making continues to
accelerate. This was especially evident in English, mathematics, science and
geography lessons. As a result, the proportions of students whose standards of
attainment are in line with, or better than, average continue to increase. The college
is aware that in the past, the performance of some groups, including boys and those
students eligible for free school meals, has been the slowest to respond to the
school’s additional support. Consequently it has put in place more focused and
effective systems to support those students identified from different groups and they
are beginning to close the gap. Students in the sixth form are making equally good
progress, especially in the wide variety of vocational courses.
Students with disabilities and/or special needs make good progress, including those
in the sixth form. The majority of parents and carers who returned questionnaires
agreed with inspectors that their children made good progress.
Quality of teaching
The high proportion of good lessons leads to students making good progress in most
subjects. In the most effective lessons, students have positive attitudes towards their
learning because of the skilful strategies employed by teachers in developing positive
relationships. Good questioning techniques challenge students to think and they are
given time for reflection before answering questions. Lesson planning takes into
account the different needs and abilities of students and consists of a range of well-
planned activities. Good examples of this were seen during the inspection,
particularly in science. As a result, students are well supported and challenged to
make as much progress as possible. Students are encouraged to self-assess and
there were some good examples of group and peer assessments in the sixth form.
For example, in a performing arts lesson, two groups were assessing each other’s
dance routines and offering challenging improvements.
The younger students in Years 7 to 8 are provided with ‘real-life’ activities to develop
their thinking and understanding; for example, they were observed discussing the
lifestyles of different passengers on the ‘Titanic’. Teachers provide students with
useful ‘examination tips’ and encourage them to use the grade criteria from
examination syllabuses to make further improvements. Teachers give clear, brief and
relevant explanations and ensure that lessons build on students’ prior learning.
Marking is used to good effect to provide students with suggestions for their next
steps. However, grammar and spelling are not consistently marked across all
Students’ spiritual, social, moral and cultural development is good. There are a range
of activities where they can work well together. As a result, they develop positive
working relationships and build team skills. In the small number of lessons where
teaching is less effective, planning and activities are often the same for all,
regardless of students’ needs and abilities. Work is either too easy or not challenging
enough. Teachers’ lengthy explanations and introductions often hinder the
development of students’ learning skills by not allowing enough time, opportunities
or support to develop strategies for independent learning. On rare occasions, lessons
are disrupted by a few students who have behavioural difficulties, as a small number
of teachers do not adhere to the school’s behaviour procedures and policies,
although these incidents are swiftly followed up by senior managers. A real strength
of the college is the organisation of the curriculum to match the needs of the diverse
groups across the key stages, becoming more personalised for the older students in
Key Stage 4 and the sixth form. Work-related courses are extremely wide ranging
and varied, and tailored well to suit the different needs of students. The students
spoken to, and a large majority who returned questionnaires, strongly agreed that
they are well taught. The parental questionnaires were also positive, which supports
the evidence seen during the inspection.
Behaviour and safety of pupils
The school prides itself on the very low rate of fixed-term exclusions. The very small
number of bullying and racist incidents are reported and tackled effectively. Students
with behavioural difficulties are provided with a wide range of alternative courses
and learning environments. Behaviour mentors have key roles in maintaining the
calm and purposeful atmosphere around the school. A significant number of the
small amount of parental questionnaires returned indicated that they had some
concerns about students’ behaviour. This issue was looked into in great detail by the
inspection team and there was no evidence to substantiate their concerns. Students
have opportunities to work with different partners of the school; for example, during
the inspection, a small group of students who are taking part in the Award Scheme
Development and Accreditation Network (ASDAN) course visited local construction
sites as part of a planned long-term work experience programme. Younger students
who may be at risk of exclusion are provided with short-term support in the college’s
‘Alternative Learning Provision’ (ALP), a resource situated in the federated primary
school. As a result, these students receive individual and small-group support with
their learning before being reintegrated into the college. In lessons and around the
school, behaviour is generally good. Students who spoke to inspectors and returned
questionnaires indicated that behaviour in lessons was usually good but, in a few
instances, where teachers’ behaviour management skills were not consistent with the
college’s policies and procedures, a small number of lessons were disrupted for a
small amount of time before the issue was dealt with correctly.
Leadership and management
Senior leaders and managers are effectively led by the executive headteacher. The
leadership team is clear about its commitment and focus on ensuring the quality of
teaching continues to improve in order to raise students’ attainment. Safeguarding
policies and procedures meet current government requirements. The governing body
know the college well and provide good challenge when holding it to account. Plans
for improvement clearly highlight the college’s priorities. The year-on-year
improvements since the last inspection are a result of effective monitoring and
evaluation of the quality of lessons by leaders and managers. Teachers’ performance
management is directly linked to students’ progress and their training and
development programmes match the college’s priorities. Robust, frequent and
accurate systems for checking students’ rates of progress are in place. These are
used well to provide appropriate and prompt support for students and detailed levels
of challenge for teachers by middle managers.
The curriculum is good and students’ spiritual, moral and social development is
promoted well. This can be seen in the way the college meets the needs of different
groups of students and is highly personalised. Students in the sixth form are well
supported and provided with a good range of information, guidance and support.
One student who uses a wheelchair said, ‘this college did for me in my first nine days
what my previous college couldn’t do in nine months’. Other students talked about
how they had left at the end of Key Stage 4 to attend other colleges but soon
returned because of the effective, caring and personalised support they received.
Leaders at all levels are highly effective at promoting equality and tackling
discrimination. Consequently, there is an atmosphere of tolerance and harmony. The
consistent improvements over time and the clear view on how to improve further
from all senior leaders and managers provide the college with good capacity to
The Early Years Foundation Stage delivered in the registered
Babies and children are provided with a safe and secure environment and are given
effective care and attention. The nursery has strong links with parents and carers,
resulting in positive relationships. Children make good sustained progress from very
low starting points, especially in communication and social skills. There is a good
team approach across the setting and the staff’s effective planning ensures children
have access to a good range of resources and activities. The well-qualified staff are
conscientious in how they complete the assessments of individual children, although
the overall views and analysis of this information are still developing. The outdoor
learning environment has improved since the last inspection and there are good
plans to enrich this area even further. The nursery is led well by the enthusiastic
nursery leader. All areas for improvement from the last inspection have been
addressed because of the well-managed plan for improvement. This plan accurately
informs leaders’ self-evaluation of the setting so that they are clear in knowing what
to do to improve the setting further. Safeguarding policies and procedures meet
requirements and there are strong links with external agencies. As a result of the
good leadership and management, the strong and cohesive team has created a
caring, warm and friendly place for children and babies to develop safely and
These are the grades for the Early Years Foundation Stage of the registered childcare
provision, inspected under sections 49 and 50 of the Childcare Act 2006
|Overall effectiveness of the Ear ly Years Foundation Stage |
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Stage for the registered provision
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represe nt
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
16 March 2012
Inspection of Oakmead College of Technology, Bournemouth BH11 9JJ
We enjoyed our visit to your school recently. Thank you for the way you welcomed
us. Those of you who spoke to us and returned questionnaires said you felt safe and
cared for at the school and that adults were good at making sure you are looked
after. Most of you said that behaviour was good, but some of you felt that in a few
lessons, a small number of teachers did not always follow the school’s behaviour
management procedures. Although there are a few occasions when this happens,
you also told us that senior staff act promptly to minimise any serious interruptions
to your learning. We have judged your school to be good. Here are some examples
of what the school does well.
- It encourages you to improve your attendance which is now above average.
- Every year, more of you achieve better GCSE results.
- There are many good lessons across most subjects.
- The leaders and managers of the school, including the governors, do a good
- The sixth form is led extremely well, helping many of you gain good grades and
qualifications for work and further education.
- The nursery provision looks after the younger children well and they make good
progress because it is led well.
We discussed with your headteacher, staff and governors about what would help the
school become even better. We agreed with their plans which have identified
increasing the number of your lessons that need to be taught well in order to help
more of you gain better examination results.
The team wish you every success in the future and hope that you continue to work
hard and enjoy your time at Oakmead.
Her Majesty’s Inspector