Oasis Academy Skinner Street

Name Oasis Academy Skinner Street
Website www.oasisacademyskinnerstreet.org/
Ofsted Inspection Rating Good
Inspection Date 22 June 2016
Address Skinner Street, Gillingham, Kent, ME7 1LG
Phone Number 01634850213
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 406 (50% boys 50% girls)
Number of Pupils per Teacher 29.0
Academy Sponsor Oasis Community Learning
Local Authority Medway
Percentage Free School Meals 39.4%
Percentage English is Not First Language 32.8%
Persisitent Absence 15.6%
Pupils with SEN Support 24.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Oasis Academy Skinner Street converted to an academy in September 2013. The school is a larger than average-sized primary school located in a residential area of Gillingham. Nearly half of all pupils are disadvantaged and eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals or who are looked after by the local authority). This is double the national average. The proportion of pupils who have special educational needs or disability is also well above the national average. The proportion of pupils from minority ethnic backgrounds is above average, with the largest proportion from African heritage. The majority of pupils, approximately 57%, are White British. Over a quarter of pupils speak English as an additional language, which is above average. Children in Reception attend full time. A higher than average proportion of pupils join and leave the school throughout the year. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. Governance of the school is organised in two parts. At a local level, an interim executive committee acts as a critical friend to the principal and undertakes both an operational and strategic role in challenging and supporting school leaders. It oversees the well-being and safety of pupils, including their achievement, behaviour and attendance. Oasis Community Learning’s board provides national governance, consisting of the chief executive officer and regional academy directors. This board oversees educational policy, teaching standards and the management of financial and human resources. The board holds the principal to account. Representatives of the board may also sit on the interim executive committee. There have been several changes to teaching staff and leadership roles since the school became an academy and since the previous inspection. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school The school has significantly improved since the last inspection and now provides a good standard of education for its pupils. The principal provides strong leadership, supported by highly able leaders. Leaders have very high expectations of all staff and inspire all to give their best for the pupils. This has led to an improvement in the quality of teaching and good outcomes for pupils. Pupils thrive because they are very well cared for in a nurturing and encouraging environment that puts their needs first. As a result, behaviour is good. The interim executive board and Oasis Community Learning provide highly effective support and challenge to the school. They have been steadfast in their determination to resource strong leadership for the school. Consequently, the school has gone from strength to strength. All groups of pupils make good progress from their starting points, including pupils who have a special educational need or disability, the most able, and pupils who are disadvantaged. Pupils in Year 6 have made exceptional progress during the last year to make up lost ground. Children make strides in their learning when they start their education because of the exceptional care, and opportunities pupils have to build skills across all areas of learning in the early years. Teachers make good use of information about what pupils know and can do already to plan what they need to do next. They make learning fun, engaging and relevant. Pupils’ spiritual, moral, social and cultural development is strong. British values are woven throughout the school’s curriculum and embedded in its ethos. Pupils are very well prepared for the next stage of their lives. It is not yet an outstanding school because : Pupils are not consistently given opportunities to apply what they know in depth, especially in mathematics and in phonics (letters and the sounds they make). Attendance, although improving, is still below average. Pupils do not consistently have the opportunity to improve their own work. Teaching across all subjects is not as strong as in reading, writing and mathematics. Despite improved rates of progress across the school, pupils’ achievement could be even better.