Oasis Academy Coulsdon

Highlights from Latest Inspection

Outcome

Oasis Academy Coulsdon continues to be a good school.

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

There is also a regional director, Anthony Williams, who is responsible for this school and three others.

What is it like to attend this school?

This is a school that cares about its pupils. The school is described by many here as being like a 'family'.

The school has high expectations of pupils, incl...uding pupils with special educational needs and/ or disabilities (SEND). This is particularly the case for pupils in the school's resource provision.

Leaders work hard to address any barriers faced by any pupils who are vulnerable or disadvantaged in any way.

Staff want the best for pupils. Working relationships between pupils and adults are positive. Pupils behave well in class and around the school.

Pupils know they can talk to an adult in school if they are worried about anything. Pupils are happy and safe here.

The school provides many opportunities for pupils to develop their talents and interests.

Pupils can work towards the school 'Personal Development Award'. They can attend many clubs such as gardening and debating. Pupils contribute to the student newspaper and enjoy taking part in the annual school musical production.

Every year, older pupils undertake a charity project, participate in a public speaking competition and visit a local university as part of their careers education. All pupils can take part in one of the school's student leadership groups, for example on equality and diversity.

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

Pupils benefit from a carefully considered curriculum that is broad and balanced.

The knowledge that pupils learn builds sequentially on pupils' prior learning. The school's curricular thinking helps to build a rich mental framework for pupils. For example, in science, pupils deepen their understanding of forces from Years 7 to 9, so that by Year 9 they understand balanced and unbalanced forces and Newton's laws of motion.

The curriculum is highly ambitious. Older pupils develop an understanding of complex concepts in each subject. For example, in English, pupils use Freudian psychoanalysis to understand 'Macbeth'.

Staff enabled pupils to examine 'A Christmas Carol' through a Marxist interpretation. The key vocabulary that pupils must learn in each subject is also carefully selected and taught to pupils.

Reading is a key priority at the school.

Younger pupils are supported to develop their reading through a structured phonics programme. The school also supports those in the early stages of reading effectively. Staff help pupils to segment and blend sounds well.

Pupils read fluently and with confidence. Leaders identify and meet the needs of pupils with SEND, both in lessons and in the 'O Zone' resource provision. As a result, pupils with SEND achieve well.

Typically, teachers' strong subject knowledge enables them to present information to pupils clearly. Teaching is designed to help pupils know more and remember more. On occasion, teaching does not check pupils' learning carefully enough in lessons.

This limits pupils' deeper understanding of subject content.

The school has high expectations of pupils' behaviour. Lessons proceed without disruption.

The school is calm and orderly. The attendance of pupils was affected by the pandemic, but it is now a high priority for the school. Pupil absence is analysed carefully.

Leaders put in place clear actions to support pupils to attend school regularly. However, overall absence is not reducing as quickly as hoped. The number of pupils who are severely absent from school is too high.

The school provides a high-quality curriculum in personal, social, health and economic education. Pupils learn about healthy relationships and consent in an age-appropriate way. The school ensures that pupils receive expert guidance on careers.

Staff teach pupils about other faiths and beliefs. An annual 'culture day' is organised by pupils to celebrate the diversity of the school community.

Staff are proud to work at the school.

They value leaders' support for their workload and well-being. Leaders at all levels are committed to the school's continuous improvement. The trust provides constructive support and accountability.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the school does not provide pupils with opportunities to embed and extend their learning during lessons. This limits pupils' development of their subject-specific knowledge and skills.

The school should ensure that all teachers have the skills and knowledge to consistently check and embed pupils' deeper understanding. ? The school's work to improve pupils' attendance is not fully embedded and has not led to increased attendance. As a result, too many pupils are missing out on their education.

The school must continue to embed its attendance strategy fully and thereby ensure that pupils attend more regularly. In particular, those pupils with the highest rates of absence must be supported to attend school more regularly.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in March 2015.

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