Oasis Academy Hadley

Name Oasis Academy Hadley
Website www.oasisacademyhadley.org
Ofsted Inspection Rating Good
Inspection Date 14 March 2012
Address 143 South Street, Enfield, Middlesex, EN3 4PX
Phone Number 02088046946
Type Academy
Age Range 2-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1514 (50% boys 50% girls)
Number of Pupils per Teacher 15.8
Academy Sponsor Oasis Community Learning
Local Authority Enfield
Percentage Free School Meals 38%
Percentage English is Not First Language 76.7%
Persisitent Absence 14%
Pupils with SEN Support 15.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about the school

Oasis Academy Hadley opened in September 2009 in the same buildings as its predecessor secondary school. The academy will transfer to new accommodation on a new site in Ponders End in 2013. The Principal was the headteacher of the predecessor school; most staff also transferred. In September 2010 the academy opened a primary section; there are currently children in Reception and Year 1. The academy’s specialisms are in mathematics, information and communication technology (ICT) and music. The academy is larger than average. The number of students known to be eligible for free school meals is well above the national average. The proportions of students from minority ethnic groups or who speak English as an additional language are well above average. The proportion of disabled students and those who have special educational needs is also above average. There are two elements to the academy’s governance: the Oasis national academy council provides professional accountability and support; the local academy council monitors the academy’s work and provides a link with the local community. The academy meets the government’s current floor standards, which set the minimum requirements for students’ attainment and progress.

Key findings

This is a good academy. The sixth form is also good. The academy has improved rapidly in the two and a half years since it opened. Staff and students all agree that it is a very different place from the predecessor school. Although it is in a strong position to maintain and continue its improvement, the academy is not yet outstanding; this is mainly because remaining inconsistencies in the quality of teaching mean that students make good rather than outstanding overall progress. Students across the academy now achieve well. GCSE examination results have improved dramatically. Students make rapid progress in mathematics. Progress in English is not as rapid, although it is improving, particularly at Key Stage 4. A-level results are also improving and students now achieve well in the sixth form. Children in Reception make particularly rapid progress. These improvements in achievement are mainly the result of better teaching: across the academy it is now typically good and sometimes outstanding. However, a small but significant proportion of teaching is not fully challenging for all groups, and does not promote independent learning sufficiently. Students behave well around the site and in lessons. They are courteous, friendly and confident. Attendance is slightly below average, but rising quickly. Sixth-form students are mature and responsible. However, some Key Stage 4 students in particular do not always arrive punctually to school or to lessons. The academy’s improvement is the result of clear and purposeful leadership. The Principal and her senior colleagues have rightly made improving teaching their top priority. Any less-effective teaching is tackled systematically and a range of useful support and training is being provided to drive up quality, and thus students’ performance. Senior leaders are candid, accurate and realistic in their evaluation of the academy’s strengths and weaknesses.