Oasis Academy Isle of Sheppey


Name Oasis Academy Isle of Sheppey
Website www.oasisacademyisleofsheppey.org
Ofsted Inspection Rating Requires improvement
Inspection Date 02 July 2019
Address Minster Road, Minster-on-Sea, Kent, ME12 3JQ
Phone Number 01795873591
Type Academy
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1405 (50% boys 50% girls)
Number of Pupils per Teacher 18.9
Academy Sponsor Oasis Community Learning
Local Authority Kent
Percentage Free School Meals 32.2%
Percentage English is Not First Language 5.4%
Persisitent Absence 25.4%
Pupils with SEN Support 10.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Oasis Academy Isle of Sheppey is a member of the Oasis Community Learning multi-academy trust. The board of trustees is the accountable body for the school. The trust has worked with school leaders to provide strategic direction in order to improve the school. Oasis Academy Isle of Sheppey is larger than the average-sized secondary school. The majority of pupils are of White British background. The proportion of pupils who are disadvantaged is above the national average for secondary schools. The proportion of pupils with SEND is well above the national average for secondary schools. Off-site provision at Gillingham Football Club and Alchemy School is used by the school for a small proportion of pupils.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and trustees have not yet improved the standard of education so that it is good. Improvements have been made in behaviour and teaching, but these have not been substantial enough. In 2018, pupils, particularly disadvantaged pupils, did not make enough progress across a range of subjects. Current pupils are making better progress, particularly in mathematics and wider curriculum subjects. Teaching is inconsistent. In too many lessons, teachers’ planning does not meet pupils’ needs well enough. Most-able pupils, in particular, are not challenged enough in lessons. Leaders do not monitor the quality of teaching, learning and assessment sharply enough. Although attendance is improving for some pupils, persistent absence is too high and overall attendance is too low. Some pupils disrupt learning with low-level misbehaviour. Behaviour strategies are reducing these incidents. However, in some lessons, pupils’ behaviour is not good enough. Pupils’ attitudes to learning are variable. Many pupils lack enthusiasm in lessons and do not work hard enough. Teachers do not use the school’s assessment policy well enough to ensure that pupils know how to improve their work. Provision for pupils with special educational needs and/or disabilities (SEND) is not coordinated well enough. The school has the following strengths The principal is supported well by the trust and by capable senior and middle leaders. Together, they are steadfast in laying sound foundations for further school improvement. The curriculum is broad and balanced. Pupils have a wide choice of varied subjects to study in key stage 4. Safeguarding is effective. There is a strong safeguarding culture in school. Staff are well trained in spotting the risks pupils may face. In the sixth form, teachers have strong subject knowledge and they know their students well. Pupils behave well and make good progress in a varied range of courses.