Oasis Academy Parkwood


Name Oasis Academy Parkwood
Website http://www.oasisacademyparkwood.org
Ofsted Inspection Rating Good
Inspection Date 29 June 2016
Address Plymouth Road, Scunthorpe, DN17 1SS
Phone Number 01724861072
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 334 (43% boys 57% girls)
Number of Pupils per Teacher 26.2
Academy Sponsor Oasis Community Learning
Local Authority North Lincolnshire
Percentage Free School Meals 40.9%
Percentage English is Not First Language 11.7%

Information about this school

The school converted to become a sponsored academy in December 2012. It is part of the Oasis Community Learning Trust. The number of pupils on roll at the school is above average for primary schools. Children attend part time in the Nursery and full time in the Reception classes. Most pupils are of White British heritage. The remaining small numbers of pupils originate from a range of minority ethnic heritages. The proportion of pupils known to be eligible for the pupil premium is above average. The pupil premium is additional government funding for children looked after and pupils known to be eligible for free school meals. These pupils are also known as disadvantaged pupils. The proportion of pupils who have special educational needs and/or disabilities is above average. The school occasionally refers pupils to the Early Prevention Unit, which is an alternative provision that caters for pupils with particular social, emotional and/or mental health needs. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6. A greater proportion of pupils than nationally join or leave the school at other than the expected times. The school manages its own breakfast club and offers a range of after-school activities. The school has established reciprocal working relationships with Oasis Academy Limeside, which is a teaching school, and Oasis Academy Henderson Avenue. The school’s website does not comply with the Department for Education statutory requirements. This is because it does not identify what impact pupil premium funding had on the educational attainment of those pupils at the school in respect of whom grant funding was allocated in 2014/15. In addition, the website did not contain the required evaluation of the impact of special educational needs provision. It was not clear from the special educational needs policy whether it had taken full account of the latest legislation, guidance and advice because it was not dated.

Summary of key findings for parents and pupils

This is a good school The impacts of leaders, governors and the sponsor have been good because they have tackled the issues raised at the earlier inspection and applied strategies that have significantly improved the quality of education the school provides to pupils. The school is improving quickly and securely. Pupils’ outcomes are good. This is reflected in the fast progress and rapidly rising attainment levels of all groups of pupils in the school. Pupils’ achievement is much improved. Teaching is good because it has enabled pupils to make up the lost ground in their learning caused by their previous underachievement in all subjects so that many more pupils are now working at their relevant age-related expectations and beyond. Most pupils’ behaviour is good and they conduct themselves well. Pupils’ personal development and welfare is good and their spiritual, moral, social and cultural awareness and skills are well promoted. Rates of persistent absence have been halved. The quality of the early years provision is good. As a result, children make good progress during their time there and the proportion of children reaching a good level of development is much higher than the national average. This ensures that the children are well prepared for their transition into Year 1. It is not yet an outstanding school because : The school accepts that it needs to tackle more effectively the uneven progress certain groups of pupils in certain subjects and year groups make, and in the early years. The impact of the school’s improvement strategies are diluted to an extent because some pupils do not attend regularly enough to benefit from them. There remains some inconsistency in the impact that teaching and assessment has on pupils’ learning across groups and subjects. The degree of challenge, accuracy of modelling and quality of feedback varies. There are aspects of the school’s engagement with parents and pupils’ behaviour which require improvements, alongside some regulatory and procedural fine-tuning.