Oasis Academy Harpur Mount

Name Oasis Academy Harpur Mount
Website http://www.oasisacademyharpurmount.org/
Ofsted Inspection Rating Good
Inspection Date 31 October 2018
Address Alfred Street, Harpurhey, Manchester, M9 5XR
Phone Number 01612054993
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 431 (56% boys 44% girls)
Number of Pupils per Teacher 24.0
Academy Sponsor Oasis Community Learning
Local Authority Manchester
Percentage Free School Meals 39.2%
Percentage English is Not First Language 38.1%
Persisitent Absence 1.9%
Pupils with SEN Support 9.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Oasis Academy Harpur Mount is part of the Oasis Community Learning (OCL) multi-academy trust. Under the model of governance across Oasis Community Learning’s schools, the direct governance role is delegated to the appropriate regional director. The OCL board of trustees is the appropriate authority. The academy council acts in an advisory capacity and represents the views of the local community. The school serves an area of high socio-economic deprivation. The proportion of pupils from disadvantaged backgrounds is higher than the national average. The proportion of pupils who speak English as an additional language is well above the national average. The school has two classes in each year group from the Reception Year to Year 6. It has one Nursery class for children aged three years and above.

Summary of key findings for parents and pupils

This is a good school Pupils’ progress has been above or in line with the national averages at key stage 2 for the last three years. Pupils are well prepared for the next stage of their education. Leaders and staff are highly ambitious for pupils. They share the vision of the trust. They are highly motivated to improve the life chances of pupils in the local area. Pupils benefit from a broad and balanced curriculum. They develop their reading, writing and mathematics across a range of subject areas. At every level of governance, stakeholders are very clear about their roles and responsibilities. The trust holds leaders to account diligently for their actions. Leaders use additional funding effectively to secure better outcomes for disadvantaged pupils. Pupils who speak English as an additional language make excellent progress. This is because they benefit from highly effective support. Teachers have high expectations of pupils. Classrooms are supportive environments where pupils strive to do their best. Some middle leaders have not had sufficient opportunity to influence the quality of teaching. Consequently, there are some differences across classrooms in the breadth of pupils’ learning opportunities. Teachers have strong subject knowledge and they pay close enough attention to what pupils already know. As a result, teachers sequence pupils’ learning effectively. There are times when some teachers do not use assessment information to challenge pupils quickly enough. This is particularly the case with reading at key stage 2. Phonics teaching is effective. Staff support pupils to decode words and make good progress. Nevertheless, at key stage 1, some pupils are not successful in transferring this knowledge into their writing. Pupils’ attendance is excellent. Pupils’ overall rates of attendance are well above the national average. This is also the case for disadvantaged pupils and those pupils who speak English as an additional language. Pupils conduct themselves exceptionally well during learning. Nonetheless, there are a few occasions when the lively behaviour of a very small proportion of pupils on the playground goes unchallenged by staff. Children make good progress from typically low starting points in the early years. Since the previous inspection, the proportion of children who achieve a good level of development has increased. Staff work successfully with a range of external agencies to ensure that vulnerable pupils and their families receive appropriate support.