Oasis Academy Ryelands

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About Oasis Academy Ryelands

Name Oasis Academy Ryelands
Ofsted Inspections
Principal Mr Glenn Lillo
Address Oakley Road, South Norwood, London, SE25 4XG
Phone Number 02086564165
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 456
Local Authority Croydon
Highlights from Latest Inspection


Oasis Academy Ryelands continues to be a good school.

What is it like to attend this school?

Pupils are proud of their school and confidently talk about their learning experiences. Leaders have high aspirations for all pupils and provide an ambitious curriculum.

Teachers provide pupils with support and challenge. Leaders make sure that everyone feels valued and respected. They plan enrichment activities to enhance the curriculum.

For instance, pupils visited the local country park to learn about science and art. They also enjoy visiting museums in London.

Leaders provide exceptional opportunities for pupils' personal development.

Throughout school life, p...upils take on positions of responsibility. Pupils vote for their school's 'members of parliament'. The school's well-being champions work closely with leaders to help others.

Pupils spoke about their leadership roles and the positive impact they have on the school community.

The school has high expectations of all pupils. Leaders teach pupils the values and behaviours expected of them.

Behaviour in lessons is calm, and pupils are kept safe here. Pupils are proud of the 'habit' badges they earn through displaying positive behaviours. Teachers are quick to deal with any bullying or behaviour issues.

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

Leaders have created an ambitious curriculum for all pupils. They have identified the key knowledge, skills and vocabulary that they want pupils to know. Leaders know the small steps in learning that pupils need in order to succeed.

Teachers use resources effectively to help pupils to deepen their learning, including the use of technology. Leaders have recently introduced many new subject plans. Although leaders' curricular thinking is clear, curricular plans are not consistently implemented in some subjects.

Leaders have placed a high priority on reading. Pupils engage actively and focus during phonics lessons. For example, pupils in Year 1 used actions to help them remember sounds.

Pupils have a secure knowledge of sounds and use these to blend words effectively. Teachers ensure that pupils listen to a wide range of stories. Teachers encourage pupils to practise their reading in class and at home using books matched closely to the phonics they know.

Pupils develop their love of reading throughout the school. Teachers choose well-selected books to promote pupils' discussion and awareness of the world around them.

The foundations for mathematical learning are set in early years.

For example, children in Reception discussed the height and position of blocks to make a smooth ramp. In Nursery, staff encourage children to count securely. Teachers provide a language-rich environment, developing children's vocabulary.

Teachers develop pupils' mathematical understanding consistently across the school.

Teachers have secure subject knowledge and adapt learning to support all pupils. Adults work closely with pupils to develop pupils' knowledge and understanding.

Teachers encourage pupils to develop their communication skills, including by explaining their thinking. For instance, Year 6 pupils justified their mathematical strategies.

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) accurately.

They help pupils with SEND to access the same curriculum as others, where appropriate. Adults provide additional support and use resources effectively to support these pupils.

Teachers check pupils' understanding carefully.

They revisit prior learning to ensure that pupils have retained important knowledge and subject-specific vocabulary. Teachers address any misconceptions in a timely way. They help pupils to catch up with understanding key content well.

Leaders aim to make a positive difference to pupils' character development. Leaders share values and expectations regularly, including in school assemblies. Leaders encourage pupils to have high aspirations.

For instance, they held a careers week for pupils to learn about different professions. Leaders nurture pupils' talents and interests. Pupils are proud to take part in regional and national competitions.

Typically, pupils focus on their learning and do not disrupt learning.

Leaders identify areas for development accurately. They ensure that staff have the correct training to develop their subject knowledge and teaching.

Leaders have carefully considered the steps needed to ensure that pupils are ready to move up to the next stage in learning. Staff feel valued and supported by leaders. Teachers enjoy working collaboratively with leaders in school and across the academy.

They appreciate the training opportunities available.


The arrangements for safeguarding are effective.

Leaders know pupils well.

They ensure that robust systems are in place to identify and support vulnerable pupils. Leaders work with external agencies effectively to ensure that pupils receive the support they need. All staff have thorough safeguarding training.

Leaders provide specialist training to make staff aware of local safeguarding issues.

Pupils are taught how to stay safe, including when online. They are made aware of potential issues in their community and how to keep themselves safe.

Teachers help pupils in respect of how to report any concerns. Pupils have trusted adults with whom they can share any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' new curriculum plans in some subjects are not fully implemented.

This leads to gaps in pupils' knowledge and understanding. Leaders should ensure that all new curriculum planning is fully implemented, so that pupils can build on subject-specific skills consistently.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in April 2017.

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