Oasis Academy Boulton


Name Oasis Academy Boulton
Website http://www.oasisacademyboulton.org/
Ofsted Inspection Rating Good
Inspection Date 03 March 2015
Address Boulton Road, Handsworth, Birmingham, West Midlands, B21 0RE
Phone Number 01214644228
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 250 (52% boys 48% girls)
Number of Pupils per Teacher 47.1
Academy Sponsor Oasis Community Learning
Local Authority Birmingham
Percentage Free School Meals 30.3%
Percentage English is Not First Language 67.2%
Persisitent Absence 12%
Pupils with SEN Support 19.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The Oasis Academy Boulton is a slightly smaller than average primary school. It converted to academy status in April 2013. When its previous school, Matthew Boulton Community Primary School, was last inspected in February 2012, it was judged to be inadequate and to require special measures. Governance of the academy is undertaken through a two-tier model, with an academy council overseeing the academy’s work at a local level and the academy trust performing the same role at regional and national level. The proportion of disabled pupils and those who have a special educational need is slightly above the national average. The proportion of disadvantaged pupils supported by pupil premium funding is well above the national average. The pupil premium is extra funding for those pupils who are known to be eligible for free school meals and children who are looked after by the local authority. Almost all pupils are from minority ethnic groups, the largest of which is for pupils of Pakistani origin. For well over half of the pupils, English is an additional language, and this proportion is significantly above the national average. The academy meets the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. Children in the early years can attend the Nursery on either a part-time or full-time basis; the majority attend full time. Most children move on from the Nursery to enter the academy’s Reception class where they attend full time. The academy runs a daily breakfast club for all pupils, which was included in this inspection. There have been significant changes to staffing since the academy opened.

Summary of key findings for parents and pupils

This is a good school. Children get an excellent start to academy life in the Nursery and Reception classes. Attainment at the end of Reception is well above national averages. Since the academy opened, rates of progress have improved for all groups of pupils across the school. Teaching is typically good because teachers know their pupils very well and plan work carefully to meet their differing needs. The work of teaching assistants is a real strength of the academy. Academy leaders have ensured that they are well trained and have good subject knowledge. Pupils’ behaviour in and around the academy is excellent. They care about one another and show this in numerous ways. They are eager to learn and highly attentive in lessons. Inspectors saw no low-level disruption or instances of poor behaviour anywhere in the academy. The Principal is bringing about rapid improvements in achievement and teaching. She has placed the need to ensure all pupils reach their full potential at the heart of the academy’s work. Governors know the academy well. They provide effective support and challenge to leaders to ensure that they monitor the academy’s progress towards its key priorities carefully. It is not yet an outstanding school because : Not enough teaching is outstanding for all pupils to make accelerated progress in reading and mathematics. Teachers sometimes follow schemes of work too rigidly, and do not always challenge pupils or identify gaps in their knowledge as much or as quickly as they should. Although pupils are kept completely safe, the policy relating to safeguarding requires updating to fully reflect the good practice that exists within the academy. There are too few opportunities for pupils to practise their literacy and numeracy skills in other subjects. The academy does not clearly indicate where and when pupils are taught how to avoid situations that might endanger them. Not all middle leaders have a detailed understanding of how their work contributes to wider academy priorities.