|Name||Oasis Academy Watermead|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||11 July 2017|
|Address||Barrie Crescent, Sheffield, South Yorkshire, S5 8RJ|
|Number of Pupils||319 (49% boys 51% girls)|
|Number of Pupils per Teacher||27.3|
|Academy Sponsor||Oasis Community Learning|
|Percentage Free School Meals||33.2%|
|Percentage English is Not First Language||29.8%|
|Pupils with SEN Support||17.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is a member of the Oasis Community Learning Trust. It opened as a new purpose-built primary school in September 2014 with places for 60 Reception children and 52 part-time Nursery children. In January 2015, 60 places were added for Years 1 to 5. From September 2016, the school had two classes in Years 1 and 2, one combined class for Year 3 and 4 and one for Years 5 and 6. Numbers will increase year-on-year to create a two-form-entry 420-place primary school. At present, the school is smaller than the average-sized primary school. Mobility is very high. Since the start of the current school year, 55 pupils have joined the school, mostly from outside the city, and 24 have left. Some are new arrivals to England and are at the early stages of learning English. The majority of pupils live outside the school’s catchment area and travel some distance to school. A high proportion of pupils are from minority ethnic groups. A high proportion speak English as an additional language. A high proportion of pupils have special educational needs and/or disabilities and consequently receive extra support within the school. A few have an education, health and care plan. The school runs a breakfast club for pupils every morning. The principal is a local leader of education (LLE). The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The trust now displays information about the local academy council and the trust’s articles and memorandum on the school’s website.
Summary of key findings for parents and pupils
This is an outstanding school The principal’s vision, inspiration and determination have rapidly established a new school that is successfully meeting the learning and personal development needs of its diverse and highly mobile pupil population. Oasis Community Learning monitors and evaluates the school very closely and provides highly effective challenge and support to the principal. The high-quality planning and implementation of the curriculum contribute directly to the quality of teaching, learning and pupils’ progress. Learning is outstanding because of the high degree of consistently good teaching and assessment, and the relentless focus on language acquisition, which result in strong progress by all groups of pupils. The high standards of presentation by pupils of all abilities reflect pupils’ great care in their writing and their considerable pride in their work. The teaching of phonics is very well led and organised and taught skilfully by knowledgeable teachers and teaching assistants. Pupils’ behaviour is excellent and they display care and consideration in their relationships with others. They have adopted the school’s values which contribute strongly to their very positive attitudes to learning. Pupils work hard and concentrate well. The school’s first full cohort of pupils in Year 2 demonstrated very strong progress from their below average starting points at the end of the early years. The 2017 unpublished attainment figures are above the 2016 national averages in reading and mathematics. Year 2 pupils are very well prepared to start key stage 2. In 2017, the proportion of Year 1 pupils that met the required standard in phonics was in line with the 2016 national average. Almost all pupils who attended the school from the beginning of Year 1 achieved the standard. All the different groups of pupils currently in school, including the disadvantaged and new arrivals, are making strong progress in each year group in reading, writing and mathematics. In Nursery and Reception, children make rapid progress in their development. Children who enter Reception at a typical level of development make expected progress but too few exceed the early learning goals, especially in literacy and mathematics.