Oasis Academy Hobmoor

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About Oasis Academy Hobmoor

Name Oasis Academy Hobmoor
Ofsted Inspections
Principal Mr Paul Jones
Address Wash Lane, Yardley, Birmingham, B25 8FD
Phone Number 01216753269
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 483
Local Authority Birmingham
Highlights from Latest Inspection

What is it like to attend this school? '

Character, competence and community' are at the heart of Oasis Academy Hobmoor. Leaders have high aspirations and expectations for all.

Pupils live up to these expectations and embody the values they are taught. They are proud of their learning, and know that there are no limits to what they can achieve.

Pupils know that they are safe in school.

They say that there is always a trusted adult to speak to. They know that their voice is heard and that their opinions count.

Pupils know what bullying is.

They say that it rarely happens. If it does, staff quickly step in and stop it. Pupils behave incredibly well.

There are strong relatio...nships, built on mutual respect and trust, between all members of this learning community.

Leaders are keen to ensure that all pupils are well prepared for life in their local community and in modern Britain. Pupils relish the opportunities they are offered, from being 'play buddies', to studying for diplomas, to growing their own vegetables.

Parents are supportive of the school and appreciate all that staff and leaders do for the pupils and families. Oasis Academy Hobmoor is a special, valued place in this community.

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

Oasis Academy Hobmoor is at the heart of the community.

Leaders want the very best for every pupil, member of staff and family. They deliberately plan the curriculum and wider opportunities to meet the needs of the community they serve.

As soon as pupils join the school in early years, learning to read is a priority.

As part of 'Read to Succeed', parents come into school in the morning to read with their children. Leaders have carefully chosen stories for staff and parents to read to children, to give them chance to practise hearing the sounds they learn in phonics lessons. Leaders make sure that pupils who are learning to read are regularly assessed.

Those who are falling behind receive extra support to help them to catch up quickly.

Leaders have ensured that the curriculum is structured to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). Leaders are keen that, as part of the curriculum, pupils learn about what makes Birmingham special.

In some subjects, strong links with local partnerships enrich learning. For example, in art, pupils enjoy opportunities across the wider arts, including dance and drama. However, in some subjects, although leaders have carefully thought about what should be taught, there is some inconsistency in how lessons are delivered.

Leaders do not always check that teachers are delivering the curriculum they intended. Leaders ensure that teachers check what pupils have learned, but do not always ensure that the large amount of information they collect about teaching and learning is used to inform next steps. As a result, pupils sometimes cannot remember what they have learned before or use it to help them understand new learning.

In early years, leaders do not always ensure that the environment and activities chosen give children the chance to practise what they are learning in areas of the curriculum other than reading.

Pupils' behaviour is exemplary. Strategies such as 'wonderful walking' help pupils to live up to leaders' high expectations.

Pupils are incredibly proud of their school and its place in the environment. For example, a willow sculpture, 'Adam', made by pupils from wood they pollarded in the school grounds, reminds them how important the local environment is in enriching their learning.

The 'nine habits', including being 'joyful', 'humble' and 'compassionate', instil values in pupils.

They celebrate and welcome difference in themselves and others. Leaders are passionate about ensuring that pupils are well prepared for life in modern Britain. Pupils benefit from an extensive range of opportunities.

They learn about democracy through voting for members of the pupil parliament. Some pupils take on roles such as 'well-being champions'. Others support their learning community by becoming junior Police Community Support Officers.

Pupils can choose to develop their self-study skills through working towards diplomas in subjects such as sports science or art history. All opportunities are open to all pupils, including those with SEND. Older pupils delight in wearing the school blazers.

One pupil, sharing the views of many, said that as soon as they put them on, they feel 'confident and part of the school community'.

Staff are proud to work at the school. They share leaders' vision to provide opportunities for all pupils.

Staff know that leaders are mindful of their well-being. They appreciate all that is done to support them, both in and out of school.

Trust leaders share the same incredibly high ambition for all pupils and families.

They are proud of the work being carried out at Oasis Academy Hobmoor to ensure the best life chances for all.


The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is a high priority.

They know the pupils, their families and the community incredibly well. They adapt the curriculum, where needed, to teach pupils about keeping themselves safe.

There are robust procedures in place for reporting concerns.

Staff are well trained and vigilant. They use the agreed systems to report concerns, no matter how small. Leaders swiftly follow up concerns.

Leaders engage external support, when needed. They challenge decisions made externally, when necessary, to ensure pupils are kept safe.

Procedures for the safer recruitment of staff are comprehensive.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, what leaders intend pupils to be taught, as well as when leaders intend it to be taught and why, is not always consistently delivered by teachers. As a result, some teaching does not have the impact it could, and pupils do not always know more and remember more over time. Leaders should ensure that the curriculum in every subject is delivered as intended, so that pupils can build on their knowledge over time.

• In early years, the environment and activities do not always enrich and develop children's curiosity and learning. As a result, children do not always have the opportunity to practise and apply what they have learned. Leaders should make sure that planning and the environment always support the application of learning.

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