Oasis Academy New Oak


Name Oasis Academy New Oak
Website http://www.oasisacademynewoak.org
Ofsted Inspection Rating Requires improvement
Inspection Date 04 July 2018
Address Walsh Avenue, Hengrove, Bristol, BS14 9SN
Phone Number 01275894570
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 217 (49% boys 51% girls)
Number of Pupils per Teacher 18.5
Academy Sponsor Oasis Community Learning
Local Authority Bristol, City of
Percentage Free School Meals 26.3%
Percentage English is Not First Language 10.6%
Persisitent Absence 8.3%
Pupils with SEN Support 15.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Oasis Academy New Oak is a smaller than average-sized primary school. It is part of the Oasis multi-academy trust. Statutory governance is provided by the trust board of Oasis Community Learning. The academy council serves as a local stakeholder group to offer support, guidance and advice to the school. Another aspect of the academy council role is to enhance the relationship between the school and the local community. The school has hearing impairment and autism centres on site. There are currently 15 pupils in the autism centre and eight pupils in the hearing impaired centre. The principal took up her post in September 2014, shortly after the previous inspection. The subject leader for English has temporarily taken on the role of vice principal to cover a maternity leave. The subject leader for mathematics took up post at the beginning of the academic year. The proportion of pupils whose first language is not, or believed not to be, English is below average. The proportion of pupils known to be eligible for the pupil premium is above average. The proportion of pupils who have SEN and/or disabilities and receive support is in line with the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is significantly above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a school that requires improvement Different groups of pupils are not making sufficiently rapid progress across the curriculum at key stage 2. Leaders and teachers do not have a clear and detailed understanding of the progress being made by different groups of pupils. The new assessment system is not yet fully established and it is not being used well enough to inform teachers’ planning. Some parents and carers have concerns about leadership and the quality of communication between home and school. Support provided by the multi-academy trust has not resulted in pupils making sufficiently strong progress. The curriculum is in the process of being reformed but is not yet sufficiently broad and balanced. Pupils’ experience of creative subjects, such as art and music, is less rich than other subjects. Leaders have not fully evaluated the effectiveness of additional funding to support disadvantaged pupils. Leaders have been slow to implement initiatives to improve teaching. Some have only been introduced recently and are not yet well established. Consequently, it is too soon to gauge their impact. Pupils are not consistently using teachers’ feedback to improve their work. The school has the following strengths Attendance overall and for different groups of pupils is above average and has continued to improve over time. Provision for pupils who have high-level special educational needs (SEN) and/or disabilities, of whom there are many, is strong. Pupils’ behaviour is good. Pupils are polite, considerate and respectful towards adults and each other. Exclusions from school have been well below average, almost non-existent, over time. The early years foundation stage is well led. Provision is good and has enabled children to achieve well over time. Pupils are well looked after. The principal has nurtured a school culture which embraces inclusivity and values pupils for their individuality.