Oasis Academy Brislington


Name Oasis Academy Brislington
Website http://www.oasisacademybrislington.org/
Ofsted Inspection Rating Requires improvement
Inspection Date 06 February 2018
Address Hungerford Road, Brislington, Bristol, BS4 5EY
Phone Number 01173772055
Type Academy
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 796 (52% boys 48% girls)
Number of Pupils per Teacher 17.5
Academy Sponsor Oasis Community Learning
Local Authority Bristol, City of
Percentage Free School Meals 21.9%
Percentage English is Not First Language 10.8%
Persisitent Absence 13.5%
Pupils with SEN Support 10.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is below average in size. Most pupils are of White British heritage. The school is part of the Oasis Community Learning multi-academy trust. The trust is responsible for 48 schools nationally. An academy council, whose representatives are from the local community, parents and the trust, delivers the functions of local governance at the school. Their work is overseen by a regional director who reports to the national board of the trust. The school has specialist provision which includes a speech, language and communication needs centre for 20 pupils and an autistic spectrum disorder centre for 35 pupils. The proportion of pupils entitled to support through pupil premium funding is above the national average. The proportion of pupils who have SEN and/or disabilities is below the national average but the proportion of pupils with education, health and care plans is above the national average. The school uses The Futures Academy, Landsdown Park School and the City of Bristol College to provide alternative provision for a small number of pupils. In 2017 the school met the current government floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a school that requires improvement Pupils currently in the school do not make consistently strong progress in all year groups and in a wide range of subjects. In 2016 and 2017, pupils’ progress in English, mathematics and English Baccalaureate subjects was poor. Recent improvements in the leadership of the curriculum are yet to have a significant impact on the achievement of pupils, particularly in years 10 and 11. In 2017, disadvantaged pupils, who accounted for almost a third of the cohort, made significantly less progress than other pupils with similar starting points. Although standards are rising overall, the achievement of disadvantaged pupils still lags behind that of other pupils. The quality of teaching varies too much both between and within subjects and is not good enough. Teaching does not routinely challenge or engage enough pupils. As a result, their progress is not as good as it should be. Pupils behave well at break and lunchtimes. However, where teachers have not planned learning effectively, some pupils do not concentrate sufficiently. Support for disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities is not precise enough. As a result, these pupils do not make the rapid progress they need to in order to catch up. The school has the following strengths This is an improving school. The principal and senior leaders have a clear vision for the school and the community it serves. Significant improvements since the school became an academy in 2015 are evident. The leadership team has raised expectations across the school. Teachers, pupils and many parents and carers are confident that the school will continue to improve. The progress of current pupils in Years 7 and 8 is improving. Pupils are safe, well looked after and cared for. They enjoy coming to school and behave well at break and lunchtimes. There is an exceptionally strong safeguarding culture in the school. Leaders’ actions have led to a significant improvement in attendance in the last year, particularly for disadvantaged pupils. Teachers and other staff in the school’s specialist provision care well for pupils who have complex SEN.