Oasis Academy Marksbury Road

Highlights from Latest Inspection

Outcome

Oasis Academy Marksbury Road has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Alex Dart. 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, John Barneby, and overseen by a board of trustees, chaired by Caroline Taylor.

What is it like to attend this school?

This is a happy and welcoming school that lies at the heart of the community it serves. Pupils describe it as a 'diverse place' where everyone from a range of backgrounds get along together. They understand that staff expec...t them to work hard and do their best.

By the end of Year 6, pupils build the knowledge and skills they need to be well-prepared for secondary school.

Pupils live up to the school's high expectations of their behaviour. They show exceptional manners and courtesy.

Children in the early years eagerly share their learning and follow instructions carefully. Across the school, the atmosphere is calm and purposeful.

Pupils feel safe and cared for.

Relationships are strong between adults and pupils. Pupils know that staff will listen and help them with any problems or concerns that may arise.

The school provides pupils with a rich set of experiences that extend their learning beyond the classroom.

Pupils enjoy clubs such as football, trips to take part in musical concerts and residentials. They take pride in their leadership roles, which include pupil parliament, early years' helpers and 'mini police.' Pupils say these roles give them a voice and make them feel trusted.

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

The school has a clear vision for what pupils can achieve. It recognises that the context of the school has changed since the last inspection, particularly the increasing numbers of pupils with special educational needs and/or disabilities (SEND). With this in mind, the school has taken effective action to refine and further develop the quality of education that it provides so that pupils typically achieve well.

With the support of the trust, the school has put in place an ambitious curriculum that is thoughtfully designed and sequenced. In mathematics, for example, the curriculum identifies the important content that pupils need to learn. Pupils build their mathematical understanding securely over time.

Older pupils, for example, use their previous knowledge of number when solving more complex problems involving ratio.

The school ensures that reading is a priority. Older pupils say that reading helps them 'go into another world'.

As they move through the school, pupils read a range of texts with increasing accuracy, fluency and expression.

Following disappointing outcomes in last year's national tests for phonics, the school has provided staff with additional training and support to strengthen their teaching. The impact of this is clear.

Pupils learn and remember new sounds well. If pupils fall behind, they receive the help and support they need to catch up quickly.

In most subjects, teachers routinely check on what pupils know and remember.

They use this information to address any gaps in, or build, pupils' knowledge over time. In geography, for example, pupils talk confidently about the impact of deforestation. In history, they make links to their previous learning when describing the features of the industrial revolution.

However, in some subjects, the checks that teachers make are not used well enough to identify gaps or to inform future learning. This hampers the progress that some pupils make across the curriculum.

The provision for pupils with SEND is a strength of the school.

Systems to identify pupils' needs are robust. Staff make sure that pupils with SEND receive the support they need to access the full curriculum. Pupils with SEND achieve well because of this.

For example, they confidently describe the blending techniques they use in art or accurately recall their multiplication facts.

Pupils' behaviour and attitudes to learning are exemplary. This means that everyone can learn without disruption.

This starts in the early years where children settle into school routines quickly. The school monitors attendance rigorously. When attendance is a concern, staff work closely with parents and carers to bring about necessary improvements.

Most pupils attend school regularly because of this.

The school's offer to develop pupils personally is impressive. Pupils know how to keep themselves safe, learning about the dangers of drugs or how to administer first aid.

They understand why fundamental British values, such as tolerance, are important in the world they live in. Pupils talk with maturity about concepts such as discrimination. They develop their character by helping to improve their local environment.

Pupils are very well prepared for life in modern Britain.

The trust fulfils its statutory duties effectively. It regularly reviews how well the curriculum is being taught.

Staff enjoy working at the school and value the 'family' feel that exists. They appreciate the coaching they receive which develops their expertise and builds the confidence to teach the curriculum well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers' checking of what pupils have learned is not as effective as it could be. Consequently, some pupils struggle to remember key knowledge and skills they have learned. The trust should ensure that all staff check pupils' understanding and retention of key knowledge and language so that pupils can apply it to future learning.

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 outstanding 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 outstanding for overall effectiveness in July 2018.

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