The Oaks Academy Review 2026: A values-led 11 to 16 academy on a clear improvement path

A secondary school that has made a deliberate shift in culture, routines and expectations, and is now judged Good across the board. The Oaks Academy serves Wistaston and the south west of Crewe as a mixed 11 to 16 academy, with a published capacity of 780. Its current headteacher, Peter Kingdom, was appointed in January 2021, and the school’s stated values are Inspire, Believe, Achieve.

The latest Ofsted inspection, published on 20 May 2024 after an April 2024 visit, graded the school Good for overall effectiveness and for each main judgement area. In practical terms, that matters because it indicates stability in safeguarding and a coherent curriculum offer, at a time when many families care as much about day to day consistency as headline exam outcomes.

This is a school without a sixth form, so the arc is clear: build strong habits in Key Stage 3, secure the best possible GCSE profile by Year 11, then transition to colleges, training providers, apprenticeships, or sixth form elsewhere. The Oaks’ own materials put careers guidance, personal development, and an extensive enrichment menu at the centre of that journey.

The tone here is purposeful and rule-bound in a way that is meant to feel reassuring rather than punitive. A simple example is the school’s “three golden rules” that pupils are expected to follow, listen, be polite, and follow instructions. That kind of clear, repeatable language typically reduces ambiguity for pupils, which can improve behaviour and classroom focus when it is applied consistently.

Culture is framed explicitly through the school’s values, Inspire, Believe, Achieve, and through a wider “CHARACTER Curriculum” that is broken into strands such as citizenship, relationships and sex education topics, and wider personal development content. The implication for families is that assemblies, tutor time and pastoral structures are not treated as add-ons, they are positioned as part of a planned programme.

A second defining feature is the emphasis on belonging and inclusion in a linguistically diverse intake. Ofsted describes a “welcoming and supportive environment” where pupils feel safe and cared for, and where relationships are respectful and warm. That matters because a calm baseline is often the difference between pupils merely attending and pupils engaging, particularly for children who have found previous school experiences unsettled.

Leadership visibility is presented as part of the model. The school’s own narrative of improvement highlights changes to routines, a retimetabled school day designed to support calm transitions, and a restructured pastoral team. These choices are not decorative; they are operational, and parents tend to notice them quickly in how corridors feel at changeover, how punctuality is handled, and how swiftly staff follow up concerns.

The school also sits within The Learning Partnership Academies Trust. In the Ofsted report, the trust’s CEO is named, and the trust is described as taking “decisive action” alongside school leaders to improve the pupil experience. For families, trust membership typically brings shared training and common systems, which can make staffing and curriculum development more consistent.

This is an 11 to 16 school, so the most relevant outcomes are GCSE measures. The most recent published GCSE data in the FindMySchool dataset shows an Attainment 8 score of 34.2 and a Progress 8 score of -0.5. The Progress 8 figure indicates that, on average, pupils made below average progress from their starting points across the eight qualifications included in the measure. (FindMySchool uses official performance data to calculate these measures and rankings.)

On the English Baccalaureate side, the average EBacc APS is 2.98, and 6.3% of pupils achieved grades 5 or above across the EBacc components. Those figures suggest EBacc entry and outcomes are an area families should explore in more detail, particularly if a child is aiming for an academic Key Stage 4 pathway that keeps options open for A-level study post 16.

Rankings provide additional context. The school’s FindMySchool GCSE ranking is 3,530th in England, and 6th in the Crewe local area, which places outcomes below England average and in the lower-performing band nationally. (This is a proprietary FindMySchool ranking based on official data.) On the percentile measure, the school sits in the bottom 40% of schools in England for this outcome set. Taken together, the data points to a school where improvement work has delivered a Good inspection profile, but exam results still show room to strengthen, especially in core academic measures.

How should parents interpret that mix. A Good inspection judgement provides evidence of a coherent curriculum and a secure safeguarding culture, which are foundational. Exam metrics then become the next frontier, and the most practical question is what support systems, routines and curriculum design are in place to convert stability into stronger Year 11 outcomes.

Parents comparing schools locally can use the FindMySchool Local Hub and Comparison Tool to view GCSE measures side by side, including Progress 8 and EBacc indicators, to make a more grounded shortlist.

Curriculum design is described as “broad and ambitious”, with an explicit focus on essential knowledge and key vocabulary. The school reinforces this through subject “Knowledge Organisers” that condense key content onto single pages so students can practise retrieval and revision more effectively over time.

Assessment also has a planned structure. In English, for example, the published approach refers to half-termly formative and summative checkpoints, clear success criteria, and a routine of improvement time. The implication is that students should know when they are being assessed, what success looks like, and what to do next, which can be helpful for pupils who need clarity and repetition rather than vague encouragement.

Key Stage 4 preparation includes Pre-Public Examinations (PPEs) as a rehearsal for GCSE exam conditions, with timetables shared in advance and expectations that pupils attend normal lessons around exams. For many students, this kind of structured rehearsal reduces anxiety and surfaces gaps early enough for targeted intervention.

There is also a visible literacy strand. Reading is described as a priority, with staff identifying gaps precisely and providing focused support to catch up quickly. The Learning Resource Centre sits within that strategy, presented as a calm study space that also supports reading for pleasure. This combination, precision in diagnosing need plus a physical space dedicated to study, is often a practical marker of a school taking academic habits seriously.

Where the school is still developing is also clearly stated. In the improvement section of the 2024 inspection report, two themes stand out: variation in how clearly some teachers explain new information, and inconsistency in how effectively assessment information is gathered and used in some subjects. For families, the key question becomes how quickly those weaker pockets are being identified and supported, and whether teaching consistency is improving across departments rather than only in the strongest teams.

Because the school finishes at 16, next-step planning is not optional. The careers programme is positioned as a whole-school responsibility, with staff expected to link curriculum learning to future pathways at key intervals, and with attention to technical education and apprenticeships routes as well as academic progression.

Practical guidance is provided on apprenticeship routes, including age eligibility and the different levels. The value for students is that they can begin exploring options early, rather than treating Year 11 as the first time they hear about post-16 choices. For pupils who are motivated by tangible outcomes, this can increase engagement, particularly when linked to vocational courses such as enterprise, hospitality, health and social care, or creative subjects.

Leadership and personal development opportunities also play into destinations indirectly. Students can take part in student leadership groups and enrichment, and some complete Bronze or Silver Duke of Edinburgh’s Award. These experiences do not replace grades, but they can strengthen applications to competitive post-16 providers and apprenticeships, and they help students practise organisation, communication and follow-through.

If you are assessing suitability, it is worth checking how the school supports progression routes for different profiles, academic sixth form pathways elsewhere, vocational college routes, and apprenticeships. A school without a sixth form can be an advantage for families who want a clean reset at 16, but it requires earlier planning and a realistic approach to travel and timetables.

Year 7 admissions are coordinated through Cheshire East Council for families living in the local authority area. For September 2026 entry, the secondary closing date for on-time applications was 31 October 2025, with offers made on 2 March 2026 and the acceptance deadline on 16 March 2026. Supporting documentation deadlines are also published in the council timetable, and families applying late are typically advised that late applications may be disadvantaged.

Open events are used as part of the decision process. For example, an Open Evening was scheduled for 24 September 2025, running from 5.00pm to 7.00pm. When dates have passed, the safest assumption is that the pattern repeats annually around a similar point in the autumn term, with booking often required, but families should rely on the school’s current listings for the exact timetable each year.

In-year admissions are also supported, and the school’s admissions page directs families applying outside the normal Year 7 round to complete an enquiry form so the school can advise on the process. This route matters for families moving into the area mid-year or seeking a transfer after a change in circumstances.

The most useful planning step is to be clear about your priorities: travel time, curriculum fit, support needs, and the likelihood of places being available in a particular year group. Even where the school indicates strong demand, actual availability can vary by cohort and by time of year. Using FindMySchoolMap Search can help families model realistic travel options and compare multiple schools quickly before committing to an application strategy.

Pastoral systems are described as a strength, with clear routines and a culture where pupils are supported and know staff care about them. The school’s emphasis on behaviour education, including teaching expectations explicitly through the golden rules, is part of that pastoral approach rather than separate from it.

Students’ personal development is planned through a structured programme that covers relationships education, online safety, citizenship and wider topics that matter in adolescence. For families, this is a useful signal that the school is attempting to reduce “hidden curriculum” gaps, where pupils with less support at home can miss essential knowledge about safety, healthy relationships and decision-making.

The inspection confirmed that safeguarding arrangements are effective. That is an important baseline. Beyond compliance, the practical question parents often ask is how concerns are picked up early. The school’s published narrative references a focus on inclusion and work with other agencies to support vulnerable pupils, which suggests safeguarding is treated as an active system rather than a static policy folder.

Attendance is also positioned as a priority, with staff using attendance information to identify pupils and families who may need support. For many pupils, attendance is the leading indicator. When it improves, learning tends to follow.

The extracurricular offer is broad and deliberately tied to belonging, confidence and character, rather than being treated as a luxury. The school explicitly frames enrichment as a way for students to build identity and connection to school life, which can be particularly relevant for pupils who struggle to feel successful purely through classroom assessment.

Specific examples are worth noting. The Ofsted report lists football, badminton, young interpreters club, politics club and debating among the clubs pupils attend, and it also notes that some pupils complete Bronze or Silver Duke of Edinburgh’s Award. Each of these has a different value: sport supports routine and teamwork; debating and politics strengthen communication and confidence; young interpreters can be particularly meaningful in a multilingual community because it formalises peer support and gives status to language skills.

There is also evidence of enrichment that connects to local identity. Past school communications reference structured programmes such as a boxing enrichment run over multiple weeks. When enrichment is timetabled and sustained, rather than being a one-off, it tends to have a more measurable effect on confidence, punctuality and engagement.

Rewards are used as a behavioural and motivational lever, with achievement points, postcards, celebration assemblies and termly reward trips described as part of a “culture of praise”. This can suit students who respond well to clear recognition and tangible milestones. The trade-off is that reward systems need to be perceived as fair and consistent, so families may want to ask how criteria are set and how staff ensure equal access across year groups and backgrounds.

Finally, the “Scholars Programme” and more able pathways are positioned as a way to stretch stronger learners through masterclasses and extension opportunities. For families with high-attaining children, that matters because challenge, not just support, is what keeps motivation high through Key Stage 3.

This is a state school with no tuition fees. Families should still budget for the normal secondary costs such as uniform, equipment, trips and optional activities.

Transport support is available via a paid bus service for students before and after school, provided by Mikro Coaches, with a stated single fare of £2. Uniform expectations are emphasised as part of behaviour and readiness to learn. The school also publishes a clear mobile phone expectation, with phones required to be turned off from 8:35am until home time.

The published school-day timetable is presented as a graphic rather than text on the site, so families should confirm current start and finish times directly if they need precision for childcare or transport planning. Wraparound care is not typical at secondary phase; where families need supervised before-school provision, it is sensible to ask the school what is currently available beyond the paid bus option.

• Exam outcomes are still catching up to the improved inspection profile. The Progress 8 score of -0.5 indicates below average progress, and EBacc indicators are low. Families should ask how Key Stage 3 curriculum and intervention plans are being used to lift Year 11 outcomes.

• Teaching consistency is an explicit improvement priority. The 2024 inspection report identifies variation in how clearly new information is explained in some lessons, and inconsistency in assessment practice in some subjects. This matters most for pupils who need highly structured teaching and predictable feedback.

• No sixth form means a significant transition at 16. For some students this is positive, a fresh start and more specialised courses. For others it can feel disruptive. Families should explore planned post-16 routes early, including travel and application deadlines.

• Demand can be high by cohort. The school’s own information indicates Year 7 has been oversubscribed recently. Even when that is the case, availability varies by year group and timing, so in-year movers should check current capacity carefully.

The Oaks Academy is a school that has done the hard operational work of improving culture, routines and curriculum coherence, and now has a Good inspection judgement to support that picture. The next stage is converting stability into stronger GCSE outcomes, particularly on progress and EBacc measures.

It suits families who want a structured, values-led secondary experience, with clear behaviour expectations, planned personal development, and strong emphasis on reading, enrichment and careers guidance. The key decision point is whether the school’s current academic trajectory and support systems match your child’s needs, especially if they require consistently strong classroom explanation and tightly managed assessment feedback.