Oasis Academy Leesbrook

Overview

The report describes a school where pupils are “very proud of the diverse nature of their school community” and feel “happy and safe.” Leaders maintain “high expectations of pupils’ behaviour,” resulting in a “calm and focused” atmosphere where learning is rarely disrupted. The curriculum is described as “high-quality” and “relevant to their lives,” with subject leaders carefully selecting topics to broaden pupils’ understanding.

Strengths

• Pupils develop a strong “sense of belonging” through initiatives like “family dining” and have “trusted adults” to discuss concerns with.
• Teachers possess “strong knowledge of the topics that they teach” and select “appropriate activities to help pupils to understand and remember new learning well.”
• A “very high proportion of pupils follow the English Baccalaureate,” and most participate in at least two extra-curricular activities weekly.
• Leaders place a “sharp focus on reading across the wider curriculum,” including a robust programme for those who struggle.
• Pupils with special educational needs and/or disabilities (SEND) learn the “same ambitious curriculum as their peers,” with teachers adapting delivery effectively.

Areas to improve

• Some teachers do not check that pupils are remembering important knowledge “over time,” leading to “gaps in their learning” that are difficult to address.
• Processes for identifying and reviewing the needs of pupils with SEND are not “sufficiently rigorous,” meaning some do not receive support “as swiftly as they could.”

Safeguarding

The report states that “the arrangements for safeguarding are effective,” noting that leaders take a “proactive approach to identifying pupils who might be at risk” and are “tenacious about ensuring that pupils get the help that they need.”