Oasis Academy Enfield


Name Oasis Academy Enfield
Website www.oasisacademyenfield.org
Ofsted Inspection Rating Good
Inspection Date 29 April 2015
Address Kinetic Crescent, Innova Park, Enfield, Middlesex, EN3 7XH
Phone Number 01992655400
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 888 (49% boys 51% girls)
Number of Pupils per Teacher 15.7
Academy Sponsor Oasis Community Learning
Local Authority Enfield
Percentage Free School Meals 27.9%
Percentage English is Not First Language 64.3%
Persisitent Absence 18.5%
Pupils with SEN Support 10.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The academy is slightly larger than the average-sized secondary school. A new sixth form was opened in September 2012. The academy, established in September 2007, is part of Oasis Community Learning and has a distinctive Christian ethos but accepts students from all religious backgrounds. All Oasis schools nationally belong to the Oasis Multi-Academy Trust, governed by the Oasis Community Learning Board. The proportion of students eligible for the pupil premium, which is additional government funding for pupils known to be eligible for free school meals or in the care of the local authority, is higher than the national average. The majority of students currently at the school are in receipt of this funding. The largest groups of students come from White British, White Other and Black African/Caribbean heritages. The proportion of students who speak English as an additional language is well above the national average, but few are at the early stage of learning English. The proportion of disabled pupils and those who have special educational needs is above the national average. A few students attend off-site education provision for one day a week to study for a course in construction at Enfield College. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The current Principal commenced his post in January 2015.

Summary of key findings for parents and pupils

This is a good school. The Principal, supported by leaders and governors, has acted with determination to secure improvements in teaching and students’ achievement. The school’s capacity to improve further is strong. There have been sustained improvements in standards at GCSE in English and mathematics. The proportion of students achieving five or more GCSE examinations at grades A* to C, including English and mathematics, was above average in 2014 and this is set to be sustained. Teachers use skilled questioning to support and extend learning so that students make rapid progress. The gap between the achievement of disadvantaged students and that of their peers is narrowing fast as a result of good teaching. Achievement is good: students make good progress from their below-average starting points and achieve well across a broad range of subjects. Behaviour and safety are good. Attitudes to learning have developed well and contribute to good achievement in lessons. Students feel safe in school, and are confident in adults’ ability to deal with any concerns they raise. Students’ spiritual, moral, social and cultural development is promoted strongly through a wide range of purposeful learning experiences, both in and out of the classroom. The sixth form provision and leadership are good. Students value the inclusive nature of the sixth form and benefit from the appropriate range of practical and academic courses provided. As a result, standards in the sixth form are rising rapidly. Governors offer strong challenge and support for senior leaders. They monitor regularly the impact of actions taken by the school to improve teaching and raise achievement. It is not yet an outstanding school because : Teachers do not always provide the high-quality guidance students need about how to improve their work. Not all teachers ensure that the most-able students have regular opportunities to deepen their learning in lessons. Poor presentation coupled with uncorrected or incomplete work is not always challenged by all teachers. Not enough students achieve the top grades in science, in particular, the most-able. Sometimes, in science classes, teachers are not sharp enough at checking students’ progress in lessons and adapting their teaching accordingly.