Oasis Academy Sholing

Highlights from Latest Inspection

What is it like to attend this school?

Pupils recognise that expectations of their behaviour have risen. The school regularly emphasises values of 'striving for excellence'. Staff reward pupils' efforts when they try hard and contribute positively to the school community.

Pupils feel school is now a 'kind' place to learn. Most pupils report that bullying is now rare. They have confidence that staff will listen and provide help to overcome any concerns.

Staff follow clear routines, which helps pupils to live up to the school's high expectations of their behaviour. Lessons are typically calm and teachers can teach without disruption.

The school empowers pupils by listening to their opinions.
.../>Those in the 'student leadership' positions influence important decisions such as selecting charities that pupils passionately support. Pupils enjoy their personal, social, health and economic education lessons. Here, pupils learn about keeping safe in the community and taking care of their health.

They recognise the importance of this education in preparing them for life beyond school.

Some pupils do not always learn as well as they should. This also includes pupils with special educational needs and/or disabilities (SEND).

Teachers regularly check what pupils know and remember. However, learning is not always adapted to respond to the gaps in pupils' understanding. This means some pupils do not learn sufficiently well to prepare them for the next stages of education, training or employment.

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

Leadership at this school is informed and strategic. It is improving pupils' experiences of school. The trust and those responsible for governance support the school well.

Staff understand the school's aims and play a key role in bringing about positive change. One area of success has been the improvement in pupils' behaviour.

The school has ensured a consistent approach to promoting positive behaviour.

Pupils are typically kind to each other and form positive relationships with staff, built on mutual respect. The school supports the small minority of pupils who struggle to manage their behaviour. Suspensions have fallen significantly because these pupils receive the help that they need.

Improving attendance is a top priority for the school. The school is forensic in its approach to identifying pupils that need additional attendance support. Staff use strategies that help pupils to positively engage with their education, for example therapeutic support and working with external experts.

These strategies have helped pupils, particularly those who are disadvantaged, to improve their attendance. However, the school recognises that there is still more work to do to improve attendance for pupils with persistent and significant absence.

The curriculum is sequentially designed to provide pupils with the ambitious knowledge and skills needed.

Staff have strong subject knowledge and typically use this to explain concepts clearly. The school provides appropriate support for pupils who find reading more difficult. Pupils receive additional support to develop their reading fluency and confidence.

This means these pupils are better prepared to apply reading skills across the curriculum.

However, the quality of pupils' learning experiences are too variable. Some teachers do not consistently design activities that help pupils to learn the important knowledge that the curriculum sets out.

Although teachers know the needs of pupils with SEND, they do not consistently adapt tasks to make learning accessible. This means that some pupils with SEND do not build on their knowledge as well as they should. In most lessons, teachers routinely check what pupils know and remember.

However, there is inconsistency in how effectively lesson activities correct misconceptions or fill gaps in learning. At times, learning moves on before pupils fully understand concepts. This hinders how well pupils can remember and apply critical knowledge and skills in new ways.

This issue particularly impacts disadvantaged pupils and those pupils who do not attend school well.

The school's approach to pupils' personal development has been instrumental in improving pupils' behaviour and sense of belonging. Pupils learn fundamental British values such as democracy through regular voting opportunities, for example school elections for leadership roles.

Pupils learn about safeguarding risks such as antisocial behaviour and drugs. A wide offer of clubs and enrichment opportunities develop pupils' talents and interests. Careers education is well designed and integrated into every subject.

This helps pupils understand different career paths. Pupils receive support to make impartial and ambitious decisions about their future.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Despite recent improvements, too many pupils still do not attend school as regularly as they should. This puts pupils at risk of falling behind in their education. The school should ensure that staff continue to review and implement plans effectively to improve attendance, so that pupils benefit from the education the school provides.

• There is variability in how effectively teachers respond to gaps in pupils' learning. This means that, in some lessons, learning moves on before pupils have learned all that they need. The school should provide support to ensure that all teachers have the expertise to address gaps in learning so that pupils achieve well.

• In some lessons, teachers do not suitably adapt learning to meet the individual needs of pupils with SEND. This means that some pupils with SEND do not learn the curriculum as well as they should and therefore cannot build their knowledge. The school should ensure that teachers consistently adapt learning so that pupils with SEND learn effectively.