Oakwood School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1516
AGES
11 - 16
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0300 200 1004

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(01/11/2023)
Full Report - All Reports
50%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
`
Balcombe Road
Horley
RH6 9AE
01293785363

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2015, you have been resolute in your determination to improve the life chances of your pupils by raising standards of teaching, learning and behaviour. Pupils, staff and parents and carers speak highly of the difference you have made and endorse the vision you have for the school. Supported by a dedicated team of senior and middle leaders, you have raised expectations across the school. Staff and pupils have responded very positively. As a result, the large majority of pupils are making good progress across all subjects and year groups. You have worked hard to win the trust of parents and members of the local community, some of whom previously had a negative view of the school. Owing to strong leadership at all levels and your uncompromising insistence on high standards, parents have gained confidence in the school, and pupil admission numbers are rising quickly as a consequence. As one parent said, ‘Everything has gone from strength to strength. There is a well-balanced feeling around the school. Pupils are encouraged to do their very best.’ Since the last inspection, you have ensured that teachers have developed their skills through a well-thought-out programme of professional training. Staff appreciate the opportunities they have to work together and learn from each other. For example, GCSE results in history and geography examinations have been in the top 20% of schools nationally for the last two years, and you have sensibly used teachers’ expertise in these subjects to help others to aim as high. You support and challenge those staff who require further development, and hold all teachers to account through rigorous monitoring of their work. Consequently, there is a large proportion of consistently strong teaching across the school. There is a welcoming, calm and orderly feel to the school. Posters of the school’s ‘7Cs’ (challenge, courtesy, communication, community, consistency, clarity and collegiality) are much in evidence around the building and are frequently referred to. Pupils are polite, friendly and very articulate. They happily chat to visitors and clearly enjoy each other’s company during break- and lunchtimes. Pupils are proud of their school and are keen to learn, as shown by their rising levels of attendance. The school’s pastoral support provision is very effective, and relationships between staff and pupils are strong. For example, a parent whose child has been very unwell said, ‘The school has been amazing at supporting my child and me through this time.’ Governors are loyal to the school and are very involved with it. They visit frequently to see what is happening for themselves. They are committed to improving the school still further and have the confidence to ask challenging questions of school leaders. They support you well in tackling the school’s areas for improvement, which you have accurately identified. The school’s self-evaluation is honest and transparent and links sensibly to the school improvement plan. However, you recognise that actions implemented sometimes need to be more frequently and sharply evaluated to make sure they are working to maximum effect. Safeguarding is effective. Leaders, including governors, have maintained a strong and effective culture of safeguarding within the school. The leadership team has ensured that all safeguarding arrangements are fit for purpose and that record keeping is methodical. Referrals are made appropriately to other agencies when the need arises, to make sure that pupils get the help they need quickly. Staff and governors have received wide-ranging training in safeguarding matters and keep their knowledge up to date. Members of the governing body ensure that they follow up any concerns a parent raises. Pupils and parents who responded to the online questionnaire are clear that the school is a safe place. Pupils told inspectors that bullying is rare and that they feel confident to go to a member of staff if they have any difficulties, knowing that any issues will be dealt with effectively. Pupils receive plenty of information through the taught curriculum about how to deal with risks they may routinely face, such as through the use of the internet and accessing social networking sites. Inspectors saw examples in pupils’ religious education books of their being taught about the threat of radicalisation and extremism. Inspection findings Over time, disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities have not made as much progress as other groups in the school. Inspectors therefore visited a number of lessons to see these pupils at work and to look at their books. Pupils are making strong progress in subjects such as humanities, modern foreign languages, mathematics, English and religious education. Teachers keep a close eye on these pupils, and the introduction of improved systems for tracking pupils’ progress is leading to more timely interventions when pupils are falling behind. Consequently, disadvantaged pupils and those who have SEN and/or disabilities are catching up with their peers, although some of them need to speed up. You recognise that more training for staff on specific strategies to help pupils who have SEN and/or disabilities would be helpful in this regard. Leaders are effective in using pupil premium funding to organise extra support for those disadvantaged pupils who need it. For example, some pupils go to breakfast club or have help with their reading. Some pupils who have SEN and/or disabilities receive support with their English and mathematics through specialist online programmes. In-class support from teaching assistants is also benefiting pupils. School leaders can demonstrate that these interventions are helping pupils to make faster progress, but you recognise that sharper evaluation to measure their effectiveness would be beneficial. Inspectors were keen to look at the quality of teaching and learning and to see whether the work is challenging pupils to achieve their very best, especially disadvantaged pupils and those who have SEN and/or disabilities. In all lessons seen, pupils were working hard, behaving well and enjoying their learning. Teachers have strong subject knowledge and have established very strong relationships with pupils. Your drive to ensure teachers give valuable advice to pupils about how to improve their work is bearing fruit. Teachers are following the school’s marking policy, giving meaningful advice to deepen pupils’ understanding. Pupils are responding to this advice effectively, leading to clear progress in their knowledge, skills and understanding. Where teaching is most effective, teachers have high expectations of pupils and ask them challenging questions to make them think hard. For example, in a Year 8 geography lesson, pupils discussed data on microclimates and were challenged by their teacher to justify their ideas. As a result, pupils made rapid gains in their learning. However, you recognise that pupils’ progress, especially that of disadvantaged pupils and those who have SEN and/or disabilities, would be faster if all staff followed the school’s procedures with equal rigour and had high expectations of what pupils can achieve. Historically, the school’s rates of fixed-term exclusions have been high, and inspectors therefore looked closely at standards of behaviour. You have been clear about what is and is not acceptable. For example, you have not been afraid to introduce clear rules regarding the style of school shoes and the use of mobile phones. Pupils understand the rules and stick to them, leading to a harmonious, orderly and positive school ethos. Staff, pupils and parents are clear that behaviour has greatly improved in classrooms, around the building and in the local area. Teachers say that behaviour is managed more consistently and they appreciate the support they have from school leaders to do so. The high visibility of senior leaders is valued in this regard. Staff know their pupils well and are quick to intervene where pupils are at risk of their behaviour deteriorating. As a result, the rates of fixed-term exclusions have fallen markedly, and high expectations of pupils’ behaviour are well embedded. Next steps for the school Leaders and those responsible for governance should ensure that: all staff have high expectations of what pupils can achieve, and rigorously follow the school’s procedures so that all pupils, especially disadvantaged pupils and those who have SEN and/or disabilities, make faster progress they evaluate actions more sharply to make sure the plans are working.

Oakwood School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>51, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>1} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>54, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>55, "disagree"=>16, "strongly_disagree"=>5, "dont_know"=>4} UNLOCK Figures based on 308 responses up to 13-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>61, "strongly_agree"=>9, "agree"=>9, "disagree"=>6, "strongly_disagree"=>5, "dont_know"=>9} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>17, "agree"=>42, "disagree"=>26, "strongly_disagree"=>10, "dont_know"=>5} UNLOCK Figures based on 308 responses up to 13-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>23, "strongly_agree"=>29, "agree"=>29, "disagree"=>10, "strongly_disagree"=>8, "dont_know"=>2} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>9, "agree"=>32, "disagree"=>27, "strongly_disagree"=>29, "dont_know"=>3} UNLOCK Figures based on 78 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>43, "disagree"=>9, "strongly_disagree"=>6, "dont_know"=>10} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>47, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>5} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>44, "disagree"=>21, "strongly_disagree"=>7, "dont_know"=>3} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>53, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>47, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 308 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>41, "disagree"=>16, "strongly_disagree"=>7, "dont_know"=>16} UNLOCK Figures based on 308 responses up to 13-11-2023
Yes No {"yes"=>78, "no"=>22} UNLOCK Figures based on 308 responses up to 13-11-2023

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Oakwood School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Oakwood School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]