Oasis Academy Aspinal


Name Oasis Academy Aspinal
Website www.oasisacademyaspinal.org
Ofsted Inspection Rating Good
Inspection Date 25 April 2017
Address Broadacre Road, Gorton, Manchester, M18 7NY
Phone Number 01612230053
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 218 (51% boys 49% girls)
Number of Pupils per Teacher 20.9
Academy Sponsor Oasis Community Learning
Local Authority Manchester
Percentage Free School Meals 34.2%
Percentage English is Not First Language 32.6%
Persisitent Absence 11.6%
Pupils with SEN Support 17.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Oasis Academy Aspinal is an average-sized primary school that is part of Oasis Community Learning, which is a large national multi-academy sponsor. Governance is in two parts. The local academy council is operational and supports the school from a community perspective. The national team provides strategic direction. The proportion of pupils known to be eligible for the pupil premium funding is double the national average. The proportion of pupils from minority ethnic groups is slightly above the national average. The proportion of pupils who speak English as an additional language is broadly average. The proportion of pupils who have support for special educational needs and/or disabilities and those that have a statement of special educational needs and/or disabilities or an education, health and care plan is slightly above the national average. In 2016, the school met the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress at the end of Year 6. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

Summary of key findings for parents and pupils

This is a good school Leaders and governors have taken positive and rapid action since the previous inspection in all aspects of school life. They have transformed the school. Oasis Community Learning Multi-Academy Trust provides effective governance. It supports and challenges the headteacher well, holding her to account for the progress of all groups of pupils. She in turn holds her staff to account. The headteacher is a driving force for improvement. She has developed a team of capable and enthusiastic senior and middle leaders who are clear what they need to do to provide the best education for pupils. This means that the school has good capacity to improve further. In 2016, pupils in Year 6 exceeded national expectations in reading, writing and mathematics. They made such good progress that they were among the best in the country. In 2016, attainment in key stage 1 was below national expectations in reading, writing and mathematics. Not enough pupils met the phonics screening check. Current school information shows that all groups of pupils, including those in key stage 1, are making good progress this academic year. Children in the early years receive an outstanding start to their education. They make very strong progress. Teachers challenge all children to do their best. Staff teach and model the nine ‘Oasis habits’ to ensure that they are ingrained in every aspect of school life. This helps pupils to be ‘the very best version of who they can be’. Pupils’ personal development, behaviour and welfare are a strength of the school. All parents who responded to the survey think that their children are happy and safe in school. Leaders invest in the training and development of all members of staff. This has a very positive impact on the quality of teaching, learning and assessment. Some teachers show particularly strong practice where they use their prior knowledge of pupils’ abilities to challenge and move pupils’ learning on. However, some teachers do not give the most able pupils enough challenge. The curriculum, other than for English and mathematics, lacks depth in terms of the development of pupils’ skills and knowledge. Leaders’ hard work has improved pupils’ overall attendance. Nevertheless, attendance for some groups of pupils remains below average.