Oasis Academy Oldham

Highlights from Latest Inspection

What is it like to attend this school?

Over recent years, the school has raised its expectations and ambition for pupils at Oasis Academy Oldham. Pupils have responded positively to the changes made to the school.

In most subjects, pupils achieve well. Pupils are proud of their school.

The school serves a diverse community.

Pupils embrace the differences of others, and they learn about a range of cultures and beliefs. This is a school where pupils are safe and happy. They build positive relationships with their peers and staff.

The behaviour of pupils is noteworthy. Pupils understand exactly what is expected of them, and they value the rewards that they receive for their efforts. On occas...ion, when pupils' behaviour does not meet expected standards, staff deal with this quickly.

Many pupils attend well.

Many pupils have been elected to leadership positions in the school. This enables pupils to contribute meaningfully to decision-making in the school.

For example, pupils influenced the policy on being able to wear their sports kit on days when they have physical education.

The school provides a range of opportunities for pupils to build their interests and talents, such as cooking and writing. Pupils are encouraged to participate in sports and exercise.

They enjoy the range of clubs that they have, including cheerleading and handball, and using the fitness suite.

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

With the support of the trust, the school has considerably increased the ambition in the curriculum. The school is aspirational for all pupils, including those with special educational needs and/or disabilities (SEND).

A growing number of pupils are choosing to study the English Baccalaureate suite of subjects in key stage 4.

For the most part, the curriculum is designed effectively. The school has carefully organised the important knowledge that it wants pupils to know and remember.

Opportunities for pupils to learn about different cultures are skilfully interwoven through the curriculum. For example, pupils learn about artists from Pakistan.

In a few subjects, in recent years, the school has made many changes to the content and the structure of the curriculum.

This sometimes hinders how well teachers support pupils to build a secure body of subject knowledge over time. Some pupils' learning is uneven as a result.

The school has built a stable, well-trained body of staff.

Staff implement the curriculum increasingly well. In most subjects, the consistent, high-quality delivery of the curriculum has resulted in strong achievement for pupils.

Teachers have secure subject knowledge.

In the main, teachers explain concepts well, and they select appropriate activities for pupils to learn the knowledge in the curriculum. Typically, teachers use assessment strategies successfully to identify and address pupils' misconceptions. In a small number of subjects, teachers do not use assessment strategies consistently well to address pupils' missed or forgotten learning.

In these subjects, some pupils' retention of knowledge is less secure.

The school identifies the needs of pupils with SEND accurately. The information that staff receive is regularly updated.

Staff use this information to adapt their teaching to meet the needs of pupils with SEND so that they learn well alongside their peers. In the main, pupils with SEND progress well through the curriculum.

The school has prioritised reading.

Gaps in pupils' reading knowledge are swiftly identified and pupils are provided with the precise support that they need to become confident and fluent readers. There is a strong culture of reading throughout the school.Staff implement the updated behaviour system consistently well.

Strategies to improve pupils' rates of attendance have been successful. The school continues to work closely with pupils who find coming to school difficult. For example, they provide additional support for pupils with their mental health.

The school has a carefully tailored programme for personal, social and health education. This builds the knowledge that pupils need to prepare them well for life in modern Britain. For example, pupils learn about personal safety, managing money and the world of work.

This provides pupils with the information that they need about future education and careers.

Leaders, including trustees, have a secure understanding of the school's priorities and they provide appropriate challenge and support. Leaders have a clear vision for the continued development of the school.

Staff feel well supported with their workload. For example, the school carefully considers the distribution of work over the academic year.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teachers do not use assessment strategies well enough to pinpoint where pupils' knowledge is less secure. Some pupils develop gaps in their knowledge as a result. The school should ensure that teachers are fully equipped to identify and remedy pupils' misconceptions or gaps in their learning.

In a small number of subjects, frequent changes to the curriculum have hampered teachers' efforts to ensure that pupils build securely on what they know already. Some pupils do not build the knowledge that they should in sufficient depth. The school should ensure that in these subjects, the design and structure of the curriculum support pupils to build a rich body of subject knowledge.