Oasis Academy Sholing


Name Oasis Academy Sholing
Ofsted Inspection Rating Requires improvement
Inspection Date 03 October 2017
Address Middle Road, Sholing, Southampton, SO19 8PH
Phone Number 02380448861
Type Secondary
Age Range 11-16
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 942
Number of Pupils per Teacher 16.5
Academy Sponsor Oasis Community Learning
Local Authority 852
Percentage Free School Meals 16.5%
Percentage English is Not First Language 7.5%
Persisitent Absence 17.2%
Pupils with SEN Support 4.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The Sholing Technology College is an average-sized secondary school. The proportion of disadvantaged pupils is in line with the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The majority of pupils are of White British heritage. A small number of pupils in key stage 4 attend alternative provision at Compass School to support them with their behaviour and attendance. 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 school that requires improvement By the time they leave school, pupils achieve outcomes in English, mathematics and science that are below those achieved by pupils nationally. The quality of teaching, learning and assessment is improving, but is inconsistent. As a result, not all pupils make the progress of which they are capable. Disadvantaged pupils and those who have special educational needs and/or disabilities do not achieve well enough. However, the differences between their outcomes and those of other pupils nationally are getting smaller. Not enough teaching provides the level of challenge needed to enable pupils to make rapid progress in their learning. Pupils’ performance in different subjects varies widely. This is because of inconsistent subject leadership. Some pupils, in particular disadvantaged pupils and those who have special educational needs and/or disabilities, do not attend school regularly enough. When teaching does not meet their needs, some pupils lose concentration and distract others from their work. Actions taken to improve governance have been too slow. The interim executive board has not been in place long enough to have had an impact on the school. The school has the following strengths The headteacher and his senior team have been tireless in tackling the areas for improvement identified at the previous inspection. Where teaching is effective, teachers take account of what pupils already know and give them work to do which is interesting and challenging. As a result, pupils work hard and make strong progress in their learning. Leaders are highly effective in their efforts to ensure that pupils are safe. Bullying is rare. Pupils feel safe and know they can speak to teachers if they have any worries. The school makes strong provision for pupils’ personal development and welfare.