|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|
|Religious Character||Does not apply|
|Number of Pupils||705 (50% boys 50% girls)|
|Number of Pupils per Teacher||34.0|
|Academy Sponsor||Oasis Community Learning|
|Percentage Free School Meals||17.9%|
|Percentage English is Not First Language||90.8%|
|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.