A recent Ofsted inspection has commended a Birmingham specialist school for creating a safe, nurturing and aspirational environment in which pupils feel understood, supported and ready to succeed.
Inspectors visited Oakbridge School, which supports autistic young people, and highlighted the school’s calm and caring atmosphere, its personalised approach to learning and its unwavering focus on pupils’ wellbeing, development and readiness for life beyond education.
This was the school’s first inspection visit since moving to its new home in Handsworth late last year and it was praised for its ‘high-quality provision and a culture where pupils thrive’. Under Ofsted’s new inspection framework, Oakbridge was found to meet expected standards in all areas of inspection.
Inspectors noted in their report that they recognised that pupils often join the school with significant gaps in learning due to prolonged absence from their previous settings. On joining the school, many pupils, inspectors said, go on to achieve well as a result of the school’s personalised approach, particularly in reading and maths.
The curriculum was described as well organised, ambitious and adapted to individual starting points, giving pupils access to a broad, meaningful education. The report praised the school’s calm, respectful environment where relationships between staff and pupils are “highly positive”.
Attendance improves from very low starting points for many pupils and inspectors noted the school’s sensitive work with families in this regard, as well as offering flexible learning plans for pupils who need help reintegrating into full‑time education.
The school’s commitment to inclusion was described as exemplary with staff at Oakbridge working closely with families and professionals to ensure pupils receive precisely the support they need. Therapeutic input, including speech and language therapy and occupational therapy is woven seamlessly into daily routines. Inspectors reported that this joined‑up approach leads to pupils making the progress they are capable of and experiencing success both academically and personally.
Leaders were described as clear‑sighted, pupil‑focused and highly effective. Funding, the report noted, is ‘carefully considered and is always linked to pupils’ needs”.
Staff development was highlighted as a key strength, contributing to a stable, proud and committed team. Parents and pupils were equally positive about the education, support and care provided. The report further noted that pupils benefit from a personal development curriculum that prepares them for adulthood where they learn life skills, develop healthy relationships, explore their interests and participate in activities that broaden their experiences.
Adam Render, Headteacher at Oakbridge School, said: “We are incredibly proud of this report because it reflects the heart of our school, our pupils. Every decision we make is about helping them feel safe, valued and capable of achieving great things. I am grateful to our dedicated staff, our supportive families and, most of all, our remarkable young people, who show us every day what’s possible when the right support is in place.”
