|Name||Oasis Academy Mayfield|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 May 2016|
|Address||Ashley Crescent, Southampton, Hampshire, SO19 9NA|
|Number of Pupils||865|
|Number of Pupils per Teacher||19.2|
|Academy Sponsor||Oasis Community Learning|
|Percentage Free School Meals||20.3%|
|Percentage English is Not First Language||5.8%|
|Pupils with SEN Support||10.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Oasis Academy Mayfield is a smaller than average-sized school for pupils from 11 to 16, and is a member of the Oasis Community Learning Trust. The proportion of pupils known to be eligible for the pupil premium (additional government funding) is above the national average. The proportion of pupils who have special educational needs or disability is above the national average. The proportion with a statement of special educational needs or an education, health and care plan is just below average. The proportion of pupils from minority ethnic backgrounds is broadly similar to most schools of this size and the proportion of pupils who speak English as an additional language is average. A very small number of pupils in key stage 4 attend alternative provision either to study vocational courses or to better meet their needs. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress.
Summary of key findings for parents and pupils
This is a good school The principal, ably supported by the associate principal, provides strong and clear leadership. As a result, there have been significant improvements in all aspects of the school since the previous inspection. Leaders make good use of information on pupils’ progress to analyse strengths and weaknesses and set appropriate priorities for improvement. Subject leaders have a clear focus on using progress information to drive improvements in their subject areas. There is a shared spirit of continual improvement, effective systems ensure that staff are held to account and a wide range of effective training is provided to support improvements to teaching. Positive relationships between teachers and pupils and good systems to share progress information underpin effective learning. Pupils make good progress in English and mathematics and in most other subject areas. Teachers regularly assess pupils’ progress and use accurate information to inform targeted extra lessons and revision sessions. This ensures that, over time, all groups of pupils make strong progress. Gaps in achievement between different groups of pupils currently in the school have either closed or are closing rapidly. The progress made by disadvantaged pupils is better than in the past. Parents and their children are rightly proud of the school. They recognise that it offers a caring and supportive community where pupils are kept safe and their welfare matters greatly. The vast majority of pupils behave in a mature and thoughtful manner throughout the school. It is not yet an outstanding school because : At times, teachers do not challenge pupils enough, which means they do not make rapid progress. Very occasionally, a small minority of pupils, mainly boys, sometimes drift off task and disrupt lessons, which can slow the pace of learning. Some gaps remain between the achievement of disadvantaged pupils and others. Disadvantaged pupils and those with special educational needs have attended less often than others in the past. This is improving, but gaps remain. Teachers’ questioning and some of the tasks they set do not always challenge the most able pupils sufficiently.