Oasis Academy Silvertown


Name Oasis Academy Silvertown
Website http://www.oasisacademysilvertown.org/
Ofsted Inspection Rating Good
Inspection Date 03 May 2017
Address Rymill Street, London, E16 2TX
Phone Number 02070592500
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 324 (48% boys 52% girls)
Number of Pupils per Teacher 11.6
Academy Sponsor Oasis Community Learning
Local Authority Newham
Percentage Free School Meals 23.8%
Percentage English is Not First Language 47.2%
Persisitent Absence 6%
Pupils with SEN Support 9.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Oasis Academy Silvertown opened in 2014. It is smaller than the average-sized mixed comprehensive school within the Oasis Community Learning multi-academy trust. There are currently pupils in Years 7, 8 and 9. The number on roll is expected to increase to 600 when the school has pupils in Years 7 to 11. Since September 2014, the school has moved between temporary sites and is currently located on Rymill Street, Newham. Physical education takes place at Newham Leisure Centre, as there is no on-site sports hall or playing field. Through the trust, the school has received support from other Oasis Community Learning schools. There is a higher than average proportion of pupils who have special educational needs and/or disabilities, and a higher than average proportion are eligible for the pupil premium. No pupils on roll currently have education, health and care plans. The school uses the alternative provider Education Links for a small cohort of pupils. The current principal has been in post since September 2016. The Oasis Community Learning multi-academy trust’s regional director is responsible for governance.

Summary of key findings for parents and pupils

This is a good school The school is expertly led by the principal and supported by the trust. Leaders have achieved high standards by focusing their work on pupils’ progress and development. They have overcome challenges successfully, including the move into the new building, so that pupils’ learning has not been interrupted. Outcomes are outstanding because leaders have ensured that all groups of pupils make rapid progress and no time is wasted. Good teaching, a suitably broad curriculum and pupils’ very positive attitudes to learning contribute to pupils’ strong progress from their starting points. The curriculum helps pupils gain the knowledge and skills they need to be successful. Leaders have ensured that the range of subjects offered matches pupils’ abilities, interests and high aspirations. Pupils are very well prepared for life in modern Britain. The school’s work to foster pupils’ personal development is first rate. Pupils benefit from and enjoy a wide range of engaging activities. Extra-curricular clubs, visits and sessions to develop social and emotional skills promote pupils’ spiritual, moral, social and cultural development extremely well. Pupils’ behaviour is outstanding. Staff and pupils share a culture of ambition and high expectations. Pupils are keen to learn, arrive to school on time, attend regularly and rarely misbehave. Leaders have recruited new staff carefully. They provide effective professional training opportunities for teachers and support teaching, learning and assessment strongly as the school continues to grow. Variability in teaching, learning and assessment is recognised in leaders’ plans for the school’s development. Teaching is good and not outstanding because : there is variability in the provision for pupils who have special educational needs and/or disabilities. Additional sessions closely tailored to these pupils’ needs ensure that they make accelerated progress overall. However, teaching in curriculum subjects does not ensure that pupils who have special educational needs and/or disabilities make as much progress as they do in additional sessions. Leaders have an accurate view of the school’s performance. Leaders who are very new to the school have quickly made successful refinements to the school’s systems and processes. The school is good and improving rapidly.