Oasis Academy Woodview

Name Oasis Academy Woodview
Website www.oasisacademywoodview.org
Ofsted Inspection Rating Requires improvement
Inspection Date 12 February 2019
Address Woodview Drive, Edgbaston, Birmingham, West Midlands, B15 2HU
Phone Number 01214404202
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 380 (48% boys 52% girls)
Number of Pupils per Teacher 22.3
Academy Sponsor Oasis Community Learning
Local Authority Birmingham
Percentage Free School Meals 38.7%
Percentage English is Not First Language 45%
Persisitent Absence 16.8%
Pupils with SEN Support 13.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is larger than the average-sized primary school. It is one of 52 schools within the Oasis Academies Trust, which operates across five regions in England. The trust board is responsible for overall governance. Executive leadership is delegated to other members, including the chief executive officer and regional directors. There has been considerable turnover of staffing in the past year in both leaders and teachers. The executive principal and deputy principal were appointed in September 2018. The executive principal is also principal at Oasis Academy Foundry. The vast majority of pupils are from a diverse range of mixed ethnic groups. Less than 10% are White British. However, almost all pupils speak English. The proportion of disadvantaged pupils is above average. The proportion of pupils with SEND is average. The proportion of pupils with education, health and care plans is also average. The school manages a breakfast club.

Summary of key findings for parents and pupils

This is a school that requires improvement Since the previous inspection, pupils have not made consistently good progress in reading, writing and mathematics. Despite evidence of better progress this academic year, attainment is still too low in some year groups, especially in key stage 2. Subject leaders are not involved in observing teaching or providing feedback to staff. This limits their contribution to school improvement. Some teachers do not set work at the right level for pupils because their assessments of pupils’ abilities are not secure. Work is too hard for some pupils and too easy for others. Teachers do not encourage pupils to develop good reading habits or check that they read regularly to improve their skills. On occasion, the use of writing frames limits pupils’ ability to write independently and at length. Pupils’ grammar, punctuation and spelling skills are weak and this affects the overall quality of their written work. Teaching in mathematics has not been consistently effective in helping pupils to develop their reasoning skills. The school has the following strengths The new executive principal has set a very clear direction for school improvement. Revised systems and higher expectations for pupils and staff are already having a positive impact on pupils’ outcomes, attendance and behaviour. Pupils’ progress is improving. This is due to effective training and support teachers have received from senior leaders and the trust. Pupils are polite, respectful and well behaved. They enjoy learning through the revised curriculum, which is engaging and exciting. Good leadership and teaching in the early years enable children to make a strong start to school life. Pupils’ spiritual, moral, social and cultural development is a strength. Pupils demonstrate high levels of tolerance and respect for those from other cultural and religious backgrounds. Support provided by the trust has been an important factor in helping the school improve. This includes high-quality recruitment and training for teachers.