Oasis Academy Shirley Park

Highlights from Latest Inspection

What is it like to attend this school?

This school has high expectations for all its pupils.

This starts in the early years, where children are well prepared for Year 1. It continues through to the sixth form, where students achieve highly and progress successfully to ambitious destinations.

The values of 'love learning', 'care for community' and 'build bright futures' are demonstrated regularly across all phases.

The school acknowledges that many pupils and their families face wider challenges in everyday life. It creates a culture of aspiration and shared success. The school is committed to supporting its local community.

Pupils are safe and happy here. They appreciate the support that ...they receive from staff if they have a concern. Pupils work hard and behave well.

Those pupils with special educational needs and/or disabilities (SEND) are supported well by the school and treated with respect by their classmates.

Primary pupils can attend many clubs and take part in events such as 'My Future Career' day. In the secondary phase, pupils benefit from the 'Life' curriculum, where they learn about how to keep themselves safe and healthy.

They also participate in projects such as the school's community hub. In the sixth form, students benefit from academic trips, visits to universities, careers days and summer schools.

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

The school has thought carefully about what pupils of every age should learn, and the order in which they should learn it.

In the early years, the school has created a structured curriculum that supports children's learning and development. In the primary and secondary phases, pupils study a broad curriculum that matches and at times exceeds the ambition of the national curriculum. In the sixth form, the school ensures that students study for the qualifications that they need to support their future career aspirations.

The school prioritises reading. In Reception and Year 1, staff help pupils to learn phonics securely. The books that pupils read in class and take home match the sounds they are learning.

Pupils who are not keeping up are identified quickly. They receive extra support so that that they too become confident readers.

In the secondary phase, the school provides targeted support to those pupils who struggle with reading.

High-level vocabulary is taught explicitly to all pupils. For example, Year 8 pupils were able to discuss the use of 'melodrama' and 'juxtaposition' in 'Romeo and Juliet'. The 'tutor reads' programme ensures that pupils read a wide range of diverse high-quality fiction.

Students in the sixth form also have dedicated reading time. This helps them to deepen their understanding of the subjects they are studying.

Teachers have strong subject knowledge and explain ideas clearly.

In most cases, teachers identify misconceptions swiftly and address these to ensure that pupils are building new knowledge on firm foundations. However, sometimes teachers do not check precisely enough what pupils have learned. This leads to gaps in some pupils' learning.

As a result, misconceptions sometimes go unchecked and pupils struggle to embed new knowledge.

The school ensures that the needs of pupils with SEND are identified and that these needs are met in classes across the school. Support for pupils with SEND is well planned.

The school works effectively with external agencies to support pupils with SEND where necessary.

Lessons are calm, focused and purposeful. Staff are well supported in upholding the school's high expectations of pupils' behaviour.

Positive learning habits start in the early years. Children cooperate, focus on their learning and follow instructions in the well-designed indoor and outdoor environments. Students in the sixth form are mature and reflective.

Pupils' rates of attendance were negatively affected by the COVID-19 pandemic. Attendance is now a high priority for the school. Staff work well with families and a range of external agencies to support pupils who miss school frequently.

However, overall absence is not reducing as quickly as the school intends. The number of pupils who are persistently or severely absent from school remains high.

The school has carefully designed a personal, social and health education curriculum so that it supports pupils' wider development well.

Pupils learn how to stay healthy and to keep themselves safe, both in the community and online. Primary pupils learn to debate sensitive topics. They also learn about personal finance and take part in a banking and finance trip.

Secondary pupils are taught about healthy relationships and maintaining positive mental health. They are supported to become 'citizens of the world', deepening their understanding of different faiths, cultures and perspectives.

The school provides a comprehensive careers programme that prepares pupils well for their futures.

Pupils complete work experience and receive impartial careers advice. Pupils with SEND are given one-to-one support with college visits and applications. Students in the sixth form receive detailed advice and guidance about their next steps.

External trips and visiting speakers provide useful information about different pathways, including apprenticeships and universities.

Trust leaders and trustees share high ambitions for the pupils. They have a well-informed and accurate understanding of the school.

The trust works effectively with the school to realise their shared vision. Staff feel highly valued and appreciate leaders' commitment to their professional development, workload and well-being. They are proud to work at 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)

• At times, pupils' learning is not checked or assessed carefully enough. As a result, teachers are not fully aware of what some pupils know and can do.

This means that teaching sometimes moves on before pupils have fully understood what they are learning. The school should ensure that teaching uses formative assessment systematically to support pupils' knowledge and understanding. ? The school's work to improve pupils' attendance has not led to increased attendance, particularly for key groups of pupils.

As a result, some of these pupils are missing out on their education. The school should strengthen its efforts to ensure that pupils attend school regularly. In particular, those pupils with the highest rates of absence should be supported to attend school.