|Name||Oasis Academy Clarksfield|
|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||17 May 2017|
|Address||Grasmere Road, Clarksfield, Oldham, OL4 1NG|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||0.0|
|Academy Sponsor||Oasis Community Learning|
|Percentage Free School Meals||14%|
|Pupils with SEN Support||9.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a much larger than average school. The proportion of pupils eligible for support from the pupil premium is above the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The proportion of pupils from minority ethnic groups is well above the national average. The proportion of pupils who speak English as an additional language is also well above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of Year 6. The school receives support from the local authority. The school runs a breakfast club every day. The school does not meet requirements on the publication of information on its website. There is no contact name for enquiries, there is no detail on the content of the curriculum, just topic titles or questions, and the phonics scheme is not referenced. Attendance records for governing body meetings are not up to date and only refer to the previous academic year. Governors’ pecuniary interests are not listed.
Summary of key findings for parents and pupils
This is an inadequate school Provision for children in the Nursery and Reception Year is unsafe. Welfare requirements are not met. Children’s abilities are inaccurately assessed on entry. They make inadequate progress due to a bland curriculum and poor-quality teaching. Outcomes are inadequate. Standards at key stage 2 are consistently well below the national average. The proportion of children reaching a good level of development in Reception is well below the national average. The quality of teaching over time is inadequate. While there are examples of stronger teaching in school, there is too much variability and inequality in the quality of teaching pupils receive. Pupils who have special educational needs and/or disabilities make inadequate progress because their learning needs are not met. Attendance has declined and is below the national average. Too many younger children do not attend school regularly. Safeguarding is ineffective. Procedures for visitors gaining entry to the school and pupils’ arrival at breakfast club are inadequate. Safer recruitment procedures have not been followed, the child-protection policy is out of date and welfare staff have not been adequately trained to report concerns. Leaders and managers are not demonstrating the capacity to improve. There has been a significant decline since the previous inspection and self-evaluation is wide of the mark. Governors have not discharged their statutory duties effectively. They do not challenge effectively senior leaders about the standards pupils achieve. Many pupils behave well. However, a minority of pupils use inappropriate and derogatory language and are disengaged from their learning. Some pupils misbehave because they are bored. Pupil premium funding is not used effectively to raise the achievement of disadvantaged pupils. The school has the following strengths The deputy headteacher has rightly recognised many of the weaknesses and is beginning to address them. A recently appointed assistant headteacher has put effective systems in place to begin to improve the teaching of reading and to broaden the curriculum.