Oasis Academy Temple

Name Oasis Academy Temple
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 09 July 2013
Address Smedley Lane, Cheetham, Temple Primary School, Manchester, M8 8SA
Phone Number 01612051932
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 705 (50% boys 50% girls)
Number of Pupils per Teacher 34.0
Academy Sponsor Oasis Community Learning
Local Authority Manchester
Percentage Free School Meals 17.9%
Percentage English is Not First Language 90.8%
Persisitent Absence 5.7%
Pupils with SEN Support 14.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than the average-sized primary school. Numbers on roll are nearly double the national average and rising. At the time of the inspection, the school was undergoing significant building work. The pupils were being taught at three separate sites: the older pupils at a local secondary school, a temporary ‘village’ of mobile classrooms for the Early Years Foundation Stage and the remaining classes in parts of the original building. The headteacher is currently supporting another school in the local authority for two and a half days each week. The proportion of pupils known to be eligible for the pupil premium is well above average. (The pupil premium is additional government funding for pupils known to be eligible for free school meals, children from service families and those that are looked after by the local authority). The proportion of pupils supported through school action is above average; the proportion supported at school action plus or with a statement of special educational needs is slightly below the national average. Almost all the pupils are from minority ethnic heritages, and speak English as an additional language. Of these, an above average proportion is at an early stage of learning English on entry to the school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress from starting points that are well below average. Pupils’ achievement is good and is particularly strong in English, because of the successful focus on developing their speaking, reading and writing skills. Pupils’ behaviour is excellent. Their very good conduct and manners are maintained both in lessons and around the school. They are happy, confident and very keen to learn. Teaching is good over time and some is outstanding. Teachers ensure that pupils gain not only good academic skills, but develop their spiritual, moral, social and cultural understanding equally well. Disabled pupils, those who have special educational needs and those who are supported by the pupil premium make progress equal to that of their peers. Leaders, managers and the governing body have a relentless and successful focus on providing the best possible opportunities for all pupils. Highly successful leaders and the very effective governing body continually review the school’s performance and ensure that anything that could be better is quickly identified and acted upon. Consequently, the quality of teaching is improving and pupils’ achievement is rising. It is not yet an outstanding school because : Not all teaching is as good as the best yet. Pupils do not always have enough opportunities to practise their literacy and mathematical skills in a wide enough range of subjects and contexts. Teachers’ marking does not always give pupils clear enough guidance on how to improve their work.