Oasis Academy Warndon

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are excited about learning at this school. This ranges from children in the Nursery, when in awe about the first moon landing, to pupils in Year 6, when fully involved in discussing the industrial revolution in history.

All lessons are characterised by the school mantra – character, competence and community. Teaching staff successfully adapt teaching so that the curriculum is accessible to all. Consequently, pupils behave exceptionally well in lessons and around the school.

All pupils have an electronic device which supports their learning. They are very proud of these.

Leaders' high ambition for all is exemplified in the way that learning to read is a...t the heart of the curriculum.

All pupils are fully included in the wide range of subjects offered. As a result, pupils achieve very well.

Pupils' outstanding attitudes and highly positive relationships are underpinned by leaders' high expectations and the 'nine habits', described as the 'Warndon Way'.

These include compassion, consideration, and forgiveness. Pupils said they welcome others from different backgrounds as an opportunity to celebrate difference.

The school supports children and parents significantly through the local 'Oasis Warndon hub'.

This advises on healthy eating and financial management, as well as providing food parcels and vouchers.

Pupils feel very safe. When rare incidents of bullying do occur, leaders deal with them highly effectively.

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

Leaders have established a highly ambitious curriculum, including in early years where they have thoughtfully considered what they want children to know and remember. It is tailored to local need and successfully designed to match the needs of pupils, including those with very low starting points. It encompasses a full range of subjects, which teachers deliver to great effect.

Leaders are highly skilful at sequencing the curriculum. They have made sure that the curriculum is responsive to those with special educational needs and/or disabilities (SEND) and the disruption caused by the COVID-19 pandemic.

Leaders promote a very strong love of reading throughout the school.

Children get off to a rapid start in reading by learning initial letter sounds in Nursery. There is a consistent approach to teaching early reading because of very high quality staff training. Pupils, including those who find reading difficult, read books that are very well matched to the letters and sounds they know.

There is a sharp focus on making sure that those who are at the early stage of learning to read, and those who have fallen behind, quickly gain the knowledge and skills they need to become confident, fluent readers.

The curriculum is designed carefully to ensure that all pupils make significant progress, including children in early years and those with SEND. This includes making sure that pupils can work in greater depth or recall and recap previous learning.

Pupils access their work on electronic devices. Teachers successfully adapt the tasks given to pupils, to support their learning. For example, if pupils are struggling to read the text on the industrial revolution in history, they can hear the words sounded out.

Pupils are very adept at using this technology. The curriculum focuses on the key vocabulary pupils need to know and understand. Teachers are not afraid to introduce challenging words and concepts such as 'gravity' in early years.

Teachers make very regular checks on pupils' learning. This helps them know whether there are misconceptions or gaps in learning that need to be addressed, or whether pupils are ready to move on to the next step. Leaders provide very high quality additional support to help pupils access all subjects.

There are numerous opportunities for pupils to take on responsibilities, such as in the pupil parliament, learning about democracy. There are pupil leaders in Years 5 and 6 and even a 'mini senior leadership team'. Pupils have a very high level of respect for those with different lifestyles or opinions to their own.

Subjects such as art and design contribute significantly to pupils' personal development because pupils can explore their feelings and develop their self-esteem.

Pupils, including children in early years, show exceptionally high levels of interest and concentration in lessons. Low-level disruption is very unusual, so lessons flow uninterrupted.

Leaders place very high importance on staff workload, well-being and training. Their research-based approach considers tasks that can be removed or reduced, such as assessment procedures. The staff survey was overwhelmingly positive about how leaders consider the mental health and well-being of staff.

Pupils' responses were equally favourable. The very extensive training programme in place enables all staff to progress, from those early in their career to senior leaders.

Governance through the trust ensures that leaders are held closely to account for all aspects of the school's work, including the curriculum and standards.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are highly committed to a culture of vigilance where all incidents, however small, are reported. As a result, they quickly identify and secure help for any child at risk.

Leaders are well trained for their role and engage effectively with external agencies where required. Recruitment arrangements ensure no new employees start until all appropriate checks are completed. Suitable measures are in place to respond to any allegations and complaints.

Members of the trust governance check leaders' work on safeguarding rigorously. The curriculum helps pupils keep themselves safe. For example, they know to act responsibly with their electronic tablets and report any concerns they have.