|Name||Oasis Academy Pinewood|
|Ofsted Inspection Rating||Good|
|Address||Thistledene Avenue, Collier Row, Romford, RM5 2TX|
|Religious Character||Does Not Apply|
|Number of Pupils||308 (51.6% boys 48.4% girls)|
|Number of Pupils per Teacher||20.1|
|Academy Sponsor||Oasis Community Learning|
|Percentage Free School Meals||30.9%|
|Percentage English is Not First Language||31.2%|
|Pupils with SEN Support||12.9%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
Oasis Pinewood Academy is an average-sized primary school. The school has been a member of the Oasis Multi-Academy Trust since October 2013. The proportion of pupils who are eligible for free school meals is above average. The proportion of pupils who have special needs and/or disabilities with an education, health and care plan is similar to other schools nationally. The proportion of pupils who speak English as an additional language is above average. The new principal joined the school in September 2016. The school complies with Department for Education guidance on what academies should publish on their websites.
Summary of key findings for parents and pupils
This is a good school Since joining the Oasis Academy Trust, leaders have driven improvements. The school leaders’ ambition and vision have successfully improved outcomes for pupils across the school. The appointment of the new principal has already raised aspirations for pupils’ achievement. The sponsor’s regional director ensures that the school meets its statutory duties effectively. The local academy council knows the school well and shares the school leaders’ drive for improvement. Teaching is good across the school. This results in strong progress in lessons and over time for pupils, particularly the most able, in reading, writing and mathematics. The well-considered use of pupil premium funding ensures that disadvantaged pupils achieve as well as or better than other pupils nationally in reading, writing and mathematics. The teaching of phonics is effective. As a result, the number of pupils achieving the standards in the Year 1 phonics check is above the national average and improving. Pupils’ progress across key stage 1 is above national figures in reading, writing and mathematics. The early years foundation stage is well led and teaching is strong. Children develop a curiosity for learning and consequently make good progress. Behaviour is exemplary and pupils take great pride in their work. They are engaging and enjoy their time at school. They are extremely polite to each other and visitors. The school’s promotion of pupil welfare is outstanding. All staff take great care to ensure that pupils receive the right support. As a result, pupils thrive in their time at school. The school’s procedures for ensuring the safety of the pupils are very effective. The sponsor’s regional director monitors the systems regularly. Pupils in key stage 2 make good progress from their starting points in writing and mathematics. Progress in reading is less strong. However, leaders’ recent actions to address this show an early positive impact on current pupils’ progress. Pupils’ basic skills develop well in core subjects. However, leaders recognise that this is less successful in the wider curriculum. The middle leaders, new to their posts, need to develop their skills to have greater impact on pupil progress.