Oasis Academy Connaught

Highlights from Latest Inspection

What is it like to attend this school?

Oasis Academy Connaught is a friendly and inclusive school. Staff greet pupils warmly in the morning in breakfast club or at the school gate.

Throughout the day, pupils benefit from the kindness shown to them by staff. As a result, pupils are happy and enjoy school. They know adults will help them if they have any worries.

The school is an important part of the community. Positive relationships are a high priority for the school. From the moment pupils start, they are encouraged to be caring and kind.

Pupils sometimes join the school mid-year. Each new pupil gets the help they need to settle in swiftly.

The school has high expectations for all pupils...' achievement, but they are not yet realised.

The school recognises that the way the curriculum is taught requires strengthening and has made a positive start. However, there is more to do to ensure that the quality of education that pupils receive is good.

Pupils behave well in lessons and around school.

They are trusted to carry out important roles around the school and, through these, develop a sense of responsibility. For example, they act as anti-bullying champions and playtime helpers.

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

The curriculum is well-designed and sets out the essential knowledge that pupils need to learn from Nursery to Year 6.

However, the way that the curriculum is taught does not routinely help all pupils to remember what they have been taught or build on prior learning. The school has strengthened support and identification for pupils with special educational needs and/or disabilities (SEND). Pupils learning plans are detailed, with precise and measurable targets.

However, shortcomings in the curriculum implementation means pupils with SEND do not develop detailed knowledge over time.

There are some green shoots in a few subjects where the curriculum is taught well. For example, older pupils are knowledgeable about how their locality has changed over time.

They know about the impact of human and physical geography on the area.

However, not all staff have the expertise to teach the curriculum effectively. The school has not ensured that staff, including those in the early years, have a clear understanding of the aims of the curriculum.

In addition, there are not rigorous checks made on how well pupils understand the curriculum. Therefore, pupils move on to new learning with misconceptions and gaps in their knowledge.

The school has taken steps to develop a love of reading.

As soon as children join in Reception Year, they start learning the school's chosen phonics programme. Books match the sounds they know. In all classes, pupils are encouraged to read regularly.

Older pupils have a positive view of reading.

However, the way that staff teach the phonics curriculum does not respond routinely to the needs of pupils. Opportunities to broaden pupils' vocabulary and develop their oracy are missed.

Beyond phonics, the teaching of reading does not help pupils to build incrementally on what they know.

The provision for pupils' personal development is carefully considered and far reaching.This is a real strength of the school.

The school's mental health support is highly valued by pupils. This helps them feel ready to learn. Pupils experience a range of exciting visits to places of interest such as farms and historical sites.

Visitors, such as authors and musicians, broaden pupils' cultural awareness.

Pupils understand the importance of respect for others. They know about potential dangers when online and in the community.

Pupils have an age-appropriate understanding of consent and healthy relationships.

Pupils conduct around school is purposeful. In lessons, they listen carefully to staff.

Pupils value the rewards they receive for positive choices about their behaviour and conduct. The work to improve pupils' attendance is relentless. The school is determined to remove barriers to positive attendance.

The school analyses attendance patterns to gain an understanding of the causes of any absence. Although this is not yet shown in historical data, it has made a difference. Many more pupils attend regularly.

The trust has an accurate understanding of the school's strengths and areas for development. It provides appropriate challenge and support to the school. Its actions have begun to have some positive impact on pupils' experiences.

Staff are supportive of the leadership and are proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The way in which the curriculum is taught does not always support pupils to reach the intended curriculum goals.

Important knowledge is not made explicit. Therefore, pupils do not build coherent knowledge. The school should ensure that teachers have the expertise to teach the curriculum in the way that it intends.

• The checks made on pupils learning are not sufficiently precise. Consequently, pupils develop gaps in knowledge. The school should ensure that assessment is used to inform future curriculum design and implementation.