Oasis Academy Blakenhale Junior

Highlights from Latest Inspection

Outcome

Oasis Academy Blakenhale Junior has taken effective action to maintain the standards identified at the previous inspection.

The executive principal of this school is Clare Hoods-Truman.

This school is part of the Oasis Community Learning Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, John Barneby, and overseen by a board of trustees, chaired by Caroline Taylor.

What is it like to attend this school?

Pupils love attending this school, which is at the heart of its community.

Pupils are very well cared for. They feel safe and are kept safe here. Pupils say that there are tr...usted adults they can talk to if they have a worry or concern.

Pupils say that staff quickly sort out any problems if they arise.

Pupils are friendly and welcoming. Their behaviour is impeccable.

They are polite and try hard with their learning. A calm and purposeful atmosphere permeates the school. Pupils enjoy their learning and are happy to come to school.

Staff have high expectations for pupils and most pupils achieve well across a range of subjects.

All pupils benefit from a broad and varied enrichment programme. The school offers pupils a wide range of experiences that broaden pupils' horizons and develop their character during their time at this school.

Staff listen to pupils' ideas, and the school ensures that there is something on offer for all to develop their talents and interests. These include cheerleading, gardening, sewing and DJing, to name but a few. Pupils also benefit from interesting trips, visitors and virtual reality experiences to enhance their learning.

What does the school do well and what does it need to do better?

Supported by the trust, the school has put in place an ambitious curriculum that clearly sets out what pupils need to learn and when. Most teachers make effective checks on learning to ensure that pupils have grasped the concepts taught. Teachers typically have good subject knowledge and present information clearly.

However, there are some inconsistencies in how well subject content is delivered. When this happens, staff do not teach pupils to develop the identified knowledge and skills in sufficient depth. As a result, some pupils have gaps in their knowledge.

The school has prioritised reading. Staff carefully select the books that pupils read so that they experience a range of genres. The school identifies any pupils who need extra support to become fluent and competent readers.

However, sometimes pupils do not receive the support they need to catch up quickly enough. The books they read are not always carefully matched to the sounds that they know. As a result, some pupils are not developing the skills they need to become fluent readers.

The school ensures that pupils with special educational needs and/or disabilities (SEND) are accurately identified. It seeks appropriate advice from external agencies to support pupils' specific needs. Teachers adapt teaching materials so that pupils with SEND can learn well alongside their peers.

The school has high expectations for pupils' attendance. Most pupils attend well. Where any concerns about pupils' attendance arise, staff put in place effective support.

Pupils behave well in classrooms and around the school. They are consistently respectful to one another and adults.

The school's work to promote pupils' personal development is highly effective.

This is underpinned by the school's vision to promote 'healthy bodies, healthy minds and promising futures'. The school teaches pupils how to be safe online and in the community. Pupils talk knowledgably about '9 habits' that promote kindness and tolerance.

They are very clear that no one should be discriminated against. Pupils are well prepared for life in modern Britain.

Pupils appreciate the opportunity to contribute to the school and make improvements through the many pupil leadership opportunities that the school offers.

The community hub provides a wealth of opportunities for pupils and their families to access support and be fully engaged in the life of the school.

The trust has provided effective support for the school during a period of leadership instability. Trust leaders and those responsible for governance work closely with the school to improve all aspects of the school's work.

Staff are proud to work at the school. They value the extensive professional development programme and leaders' high regard for their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils who have fallen behind with their reading are not catching up quickly enough. As a result, they have gaps in their learning and are not well prepared for their next steps. The school should ensure that pupils who have fallen behind with their reading receive the support they need to achieve well.

• There are some instances when the subject content is not taught as well as intended. This means that on those occasions pupils do not gain as much knowledge as they could. The school should ensure that teachers have the expertise to teach the range of subjects effectively.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.