Oasis Academy Oldham


Name Oasis Academy Oldham
Website http://www.oasisacademyoldham.org/
Ofsted Inspection Rating Inadequate
Inspection Date 21 November 2018
Address Hollins Road, Oldham, Greater Manchester, OL8 4JZ
Phone Number 01616249630
Type Academy
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1369
Number of Pupils per Teacher 21.1
Academy Sponsor Oasis Community Learning
Local Authority 353
Percentage Free School Meals 31.3%
Percentage English is Not First Language 38.6%
Persisitent Absence 19.1%
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 Oldham 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. Oasis Academy Oldham is larger than the average-sized secondary school. The school serves an area of high socio-economic deprivation. Pupils from 16 of the 17 different minority ethnic groups attend this school. The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils from disadvantaged backgrounds is above the national average. A new principal was appointed in September 2018. Since the last inspection, there have been several changes to staffing. This includes new members of staff at both middle and senior leadership level. In 2017, a significant proportion of pupils joined the school across different year groups. This was to accommodate pupils following the closure of a nearby free school. The school uses the Kingsland Pupil Referral Unit as an alternative provider.

Summary of key findings for parents and pupils

This is an inadequate school Over time, too many pupils in key stage 4 have underachieved significantly across many subjects. This is especially the case for the most able pupils. These pupils have made exceptionally poor progress for the last three years. Pupils in key stage 4 have too many gaps in their learning because of a legacy of weak teaching. This is particularly noticeable in science. The differences in the progress made by disadvantaged pupils and other pupils nationally at key stage 4 are not diminishing. Although pupils access a broad and balanced curriculum, weaknesses in the quality of teaching mean that pupils do not attain as well as they should in some subjects. The trust has recently acted to strengthen the leadership of the school. However, for many pupils, especially in key stage 4, this is too little, too late. Some pupils do not take pride in their work because some teachers have low expectations and accept work that is of a low standard. There are times when teachers do not use information about what pupils already know to plan learning that challenges pupils. Some pupils are not supported effectively to develop their literacy skills across the curriculum. A small minority of pupils do not behave sensibly on the corridors and during social times. Some teachers do not apply the school behaviour policy consistently. Consequently, there are times when low-level disruption has a negative effect on pupils’ learning. The school has the following strengths The newly appointed principal and other senior leaders have a precise understanding of the school’s weaknesses. They have taken effective action to bring about necessary change. Leaders’ actions to improve teaching are having a positive impact on pupils’ achievement in key stage 3. Staff work to establish strong links with families and the local community. Vulnerable pupils receive appropriate support from staff. Pupils feel safe in school and they learn about how to keep themselves safe. Pupils appreciate the support that they receive to prepare them for the next stage of their education. Rates of attendance are improving towards the national average. Most pupils are confident learners who want to do well.