Oasis Academy Hobmoor

Name Oasis Academy Hobmoor
Website http://www.oasisacademyhobmoor.org/
Ofsted Inspection Rating Good
Inspection Date 03 March 2015
Address Wash Lane, Yardley, Birmingham, West Midlands, B25 8FD
Phone Number 01216753269
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 482 (47% boys 53% girls)
Number of Pupils per Teacher 27.5
Academy Sponsor Oasis Community Learning
Local Authority Birmingham
Percentage Free School Meals 45.2%
Percentage English is Not First Language 68%
Persisitent Absence 9.9%
Pupils with SEN Support 13.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Oasis Academy Hobmoor is a larger than average sized primary school. The school became part of the Oasis Community Learning Multi-academy Trust in September 2013. Provision in the early years takes the form of a part-time Nursery and two full-time Reception classes. The pupil premium provides support for an above average proportion of disadvantaged pupils. This additional funding is used to support pupils known to be eligible for free school meals as well as those in the care of the local authority. The proportion of disabled pupils and those who have a special educational need is above average. The proportion of pupils from ethnic minority groups is high. Approximately 85% of pupils are of Asian heritage. Nearly two thirds of pupils speak English as an additional language. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Key Stage 2. The school operates a breakfast club during term time.

Summary of key findings for parents and pupils

This is a good school. The Principal, staff and academy councillors have an aspirational vision for the school. They have ensured it is a happy and rapidly improving place where teaching and achievement are good. Leaders’ procedures for checking and improving teaching are thorough and effective. Good teaching motivates pupils of all abilities so they are keen to learn and want do their best. Children get off to a good start in the early years. They make good progress and achieve well. Attendance has improved significantly over the last year and is now above average. Pupils feel safe and well cared for. The school’s work to keep pupils safe is effective. Parents appreciate the care and support provided for their children and themselves. Pupils behave well and are proud of their school. They are eager to take on responsibilities. There are good systems for checking pupils’ knowledge, understanding and progress. Progress is accelerating in English and mathematics, particularly in reading. The standards achieved by all groups of pupils are rising, including those who speak English as an additional language, disabled pupils and those who have special educational needs, and the most-able. Pupils’ spiritual, moral, social and cultural development is promoted well. The school reinforces pupils’ understanding of British values well and has established high quality relationships between pupils and adults, and between pupils themselves. The school makes good use of the training and guidance it can access through the Oasis Community Learning Multi-Academy Trust to support school improvement. It is not yet an outstanding school because : Pupils’ progress in writing and mathematics is not as rapid as it is in reading. Teachers do not always use their marking to make it clear to pupils how they can improve their writing and mathematics skills, both in these subjects themselves and when pupils apply these skills in their other work. Teachers do not always check that pupils have responded to the challenges and corrections identified in their marking, so pupils sometimes continue to make the same errors. Pupils do not have enough opportunities to develop their mental calculation skills in problem-solving activities. As a result pupils sometimes struggle to calculate quickly.