Oasis Academy Byron

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About Oasis Academy Byron

Name Oasis Academy Byron
Ofsted Inspections
Principal Mrs Joanna Poplett
Address St David’s, Off Stoneyfield Road, Coulsdon, CR5 2XE
Phone Number 02086684877
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 203
Local Authority Croydon
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school life. They are kind and considerate to each other and form strong relationships with staff.

Staff know pupils well. They do all they can to help pupils achieve. This is a caring and inclusive school where pupils flourish.

Leaders have high aspirations for all pupils. They show a determination to remove any barriers to pupils' success. Pupils respond well.

They work hard in lessons and show an interest in their learning.

Pupils behave exceptionally well. Leaders make their expectations very clear to pupils.

This is a calm and orderly school. Leaders have established a set of values that inform pupils' behaviour. Pupils kno...w and understand these values.

Most importantly, they demonstrate these values by being joyful, compassionate and honest.Pupils have a range of opportunities to develop their talents and interests. Some pupils take part in the school choir and in clubs, including sports and drama.

Pupils take on roles as well-being ambassadors, pupil parliament representatives and house captains. There is also a pupil leadership group, the 'mini SLT'. Pupils here make a significant contribution to the life of the school.

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

Leaders have designed a broad and ambitious curriculum. This curriculum caters for all pupils, including those with special educational needs and/or disabilities (SEND). The curriculum is well sequenced.

Pupils can build up their knowledge and skills with increasing depth and complexity.

In Reception, the early years curriculum prepares children well for Year 1 and beyond. Leaders have developed a rich and purposeful learning environment for children.

This environment, together with effective support from adults, helps children to make significant progress. Adults help children with their physical and social and emotional development. Children gain a secure mathematical knowledge and understanding.

They also begin to develop their understanding of the world, for example by learning about planets and rainforests.

Leaders give high priority to reading. From the start of Reception, pupils learn to read using phonics.

Teachers are expert in teaching phonics. They are also quick to identify those pupils who need extra help with their reading. Adults who provide this extra help do so with skill.

This helps these pupils to catch up with their peers. By the end of Year 1, most pupils can read with both accuracy and fluency. As pupils move through the school, they develop a wide range of reading skills.

Pupils read texts that reflect their backgrounds. They enjoy events such as visits to a local bookshop and reading week, in which they celebrate World Book Day. Pupils read often at school.

Teachers have good subject knowledge. They revisit what pupils have learned before and build on this learning. Teachers present new information with clarity and check pupils' understanding before moving on to the next stage of learning.

Leaders identify the needs of pupils with SEND with speed and precision. Teachers and other adults enable pupils with SEND to access the same curriculum as their peers. They meet the needs of pupils with SEND well.

Pupils learn about some subjects through connecting themes such as sustainability and citizenship. This helps them to develop an understanding of the world in which they live. However, further development in the teaching of these subjects would be beneficial for pupils.

It would help them to secure their knowledge more effectively.

Pupils learn without disruption. From Reception, they show high levels of self-control and resilience.

Indeed, pupils show extremely positive attitudes to their learning. They respond well to teachers' instructions. Pupils are keen to contribute their thoughts and ideas, both in lessons and through the pupil parliament.

Leaders have developed a comprehensive programme for pupils' personal development. Pupils learn about relationships and equality and diversity in an age-appropriate way. The nine Oasis habits are central to leaders' work in developing pupils' character.

Leaders use assemblies to reinforce these habits. Events such as the 'daily mile' promote pupils' physical health. Also, pupils experience a range of trips, visits and workshops that enrich their education.

Leaders are providing pupils with a high-quality education. They show a strong commitment to both pupils and families. Trust leaders provide staff with training in curriculum development and teaching.

They carry out their responsibilities with rigour and expertise. Staff enjoy working here. Leaders ensure that staff workload is manageable and they prioritise staff well-being.

There is a clear and meaningful purpose in all that leaders ask of staff.


The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding.

They provide staff with regular training and updates. This maintains staff's knowledge of both national and local safeguarding risks. Staff are alert to the signs of risk for pupils.

They report any concerns about pupils with appropriate urgency. Leaders meet regularly to discuss pupils at risk. They provide in-school counselling and therapy services for pupils.

They also work well with external agencies to secure the help pupils need. Pupils are taught how to keep themselves safe, including online. Leaders also raise parents' and carers' awareness of safeguarding risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Implementation of the thematic aspects of the curriculum is not building as effectively as it could on what pupils already know. This means that in some subjects, pupils are not developing a secure and coherent body of knowledge. Leaders should ensure that they provide teachers with the help they need to adapt the thematic curriculum so that it builds more effectively on what pupils have learned before and enables pupils to secure subject knowledge in the long term.

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