Oasis Academy Foundry


Name Oasis Academy Foundry
Website www.oasisacademyfoundry.org
Ofsted Inspection Rating Good
Inspection Date 22 November 2016
Address Foundry Road, Birmingham, West Midlands, B18 4LP
Phone Number 01212508850
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 219 (48% boys 52% girls)
Number of Pupils per Teacher 29.0
Academy Sponsor Oasis Community Learning
Local Authority Birmingham
Percentage Free School Meals 43.6%
Percentage English is Not First Language 74.4%
Persisitent Absence 15.7%
Pupils with SEN Support 20.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

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. Oasis Academy Foundry is smaller than the average-sized primary school. The proportion of disadvantaged pupils, those who are supported by the pupil premium funding, is well above average. Almost all pupils come from minority ethnic backgrounds. Nearly three quarters of pupils speak English as an additional language. A large proportion of pupils arrive at the school speaking little or no English. Over 40 different languages are spoken in school. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school runs a breakfast club and an after-school club for its pupils. The school is part of the Oasis Community Learning multi-academy trust, which is the main governing body with legal and strategic responsibilities for all Oasis academy schools. The local academy council monitors the school’s work and provides a link with the local community. The school opened as an academy on 1 January 2014. When its predecessor school, Foundry Primary School, was last inspected by Ofsted in July 2012, it was judged to be inadequate. The principal took up her post when the school opened in January 2014.

Summary of key findings for parents and pupils

This is a good school The inspirational leadership of the principal has been fundamental in establishing a school where pupils thrive, both socially and academically. She has high aspirations for all members of the school community and has embedded a set of values that enable pupils to develop as well-rounded people, well prepared for life in modern Britain. Pupils’ outcomes have risen significantly each year since the school opened as an academy. The very large majority of pupils, including the high proportion who are disadvantaged, now achieve outcomes that are at least in line with the national average. However, the most able pupils in school do not consistently achieve the outcomes of which they are capable. Teaching is now consistently good across the school. This is due to the uncompromising drive from the principal and deputy principal to ensure that all staff share their high expectations for all pupils. Leaders and other staff are skilled and effective in ensuring that the many pupils who arrive at the school speaking little or no English quickly settle and make rapid progress across all subjects. Children in the early years provision make good progress owing to effective teaching that is well matched to their needs. The teaching of reading is effective in ensuring that pupils develop the necessary phonics skills and knowledge to read fluently. However, opportunities for pupils to use their reading skills to gain an in-depth understanding of what they have read are not as well established. The support for pupils’ spiritual, moral, social and cultural development is a particular strength of the school. As a result, provision for pupils’ personal development and welfare is outstanding. Pupils’ behaviour is good. They understand the impact that their actions can have on others and recognise that there are sanctions if their behaviour is not appropriate. The multi-academy trust and the local academy council provide effective support and challenge for school leaders. They have a deep understanding of the challenges faced by pupils and their families and have helped to establish the school at the heart of the local community. The curriculum provides pupils with exciting and stimulating learning activities that are well matched to their needs and interests. Some middle leaders in school are not yet fully skilled in monitoring and evaluating their areas of responsibility.