Oasis Academy Johanna

Name Oasis Academy Johanna
Website www.oasisacademyjohanna.org/
Ofsted Inspection Rating Good
Inspection Date 04 March 2015
Address Johanna Street, Lower Marsh, London, SE1 7RH
Phone Number 02079285814
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 209 (48% boys 52% girls)
Number of Pupils per Teacher 17.0
Academy Sponsor Oasis Community Learning
Local Authority Lambeth
Percentage Free School Meals 32.8%
Percentage English is Not First Language 55.5%
Persisitent Absence 3.8%
Pupils with SEN Support 6.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This academy is average in size. Most pupils are from minority ethnic backgrounds and a quarter are from Black African heritages. Two thirds of the pupils speak English as an additional language. A significant proportion of these enter the academy at an early stage of fluency. The proportion of disadvantaged pupils known to be eligible for funding through the pupil premium is well above average. This is additional government funding which, in this academy, supports pupils who are known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is below average, although the proportion with a statement for their special educational needs is well above average. The Nursery caters for 18 children on a part-time basis and 16 children full time. Children attend the Reception class full time. Oasis Academy Johanna converted to become an academy and joined the Oasis multi-academy trust in September 2011. When its predecessor school, Johanna Primary School, was last inspected by Ofsted, it was judged to be good overall. The executive principal is currently leading another school in the trust for four days each week. Her deputy is undertaking the role of associate principal and other leaders are taking on additional responsibilities. Three teachers joined the academy in September 2014. The academy meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. As a result of strong leadership at all levels, the academy has improved considerably over the last four years. The executive principal is ambitious for the academy and has a clear vision for its further development. Experienced and expert governors are highly effective in challenging academy leaders to meet their shared goals while providing support for them to be achieved. Leaders successfully focus on improving teaching and its impact on the pupils’ learning. This enables teachers to become more effective and is leading to rising attainment across the academy. Strong teamwork underpins leadership of the early years and ensures the needs of all children are closely met. This ensures their learning is exciting and their progress very rapid. The values of the trust sit very neatly with those of the academy. The wider work of the trust strengthens links between the academy and its local community. The academy continually seeks to identify challenges facing families and their children. This means it can focus resources such as the pupil premium to break down barriers to their achievement and well-being successfully. The academy takes every opportunity to promote the pupils’ spiritual, moral, social and cultural development and ensuring they understand their place and role in modern Britain. The pupils’ often impeccable conduct around the academy, such as in the dining hall and on the playground, makes for a very harmonious and orderly atmosphere at all times. Arrangements to secure the safety and welfare of the pupils are very thorough and rigorously implemented. Pupils feel very safe in school and know what to do if they have any concerns. Most pupils are very keen to learn and try their hardest in lessons. They listen carefully to their teachers and each other and are very thoughtful in their responses. It is not yet an outstanding school because : Teachers do not always extend the pupils’ thinking and reasoning enough in mathematics so they can deepen their understanding of number. Teachers do not consistently use subjects other than English for pupils to develop their writing in a wide range of styles. Teachers’ marking does not always follow the academy’s policy or give pupils sufficient guidance on how to improve their work.