Oasis Academy Mayfield

Age group 11–16 Inspection date(s) 14–15 March 2012 Inspection number 381911 Oasis Academy Mayfield Inspection report

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Unique reference number 135629 Local authority N/A Inspection number 381911 Inspection dates 14–15 March 2012 Lead inspector Paul Scott HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Academy School category Non-maintained Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 661 Appropriate authority Oasis Community Learning Chair Billy Kennedy Headteacher John Toland (Principal) Date of previous school inspection 1 December 2010 School address Ashley Cresent Southampton SO19 9NA Telephone number 02380 328128 Fax number 02380 328228 Email address info@oasismayfield.org achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. Inspectors observed 45 lessons. Meetings were held with groups of pupils, governors and staff. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the academy’s work, and looked at a range of documentation including the academy’s progress tracking information and policy and monitoring documents. The inspection also took account of the 90 parental questionnaires that were returned.

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Information about the school

The Oasis Academy Mayfield is a smaller-than-average academy with capacity to grow further. Around two thirds of the students are male. The proportion of students known to be eligible for free school meals is slightly higher than average. There are few students who speak English as an additional language. Around a quarter of the students are from minority ethnic heritages. Disabled students and those with special educational needs make up a proportion similar to the national average. The academy was subject to a notice to improve at its previous inspection because significant improvement in students’ achievement was required. The academy meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress. The academy moved to high-quality purpose-built accommodation in February 2012.

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Key findings

 In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the academy no longer requires significant improvement. The Oasis Academy Mayfield is a satisfactory academy. The team of staff ensure that students’ experience of the academy is an increasingly successful and positive one, helping them to develop both academically and personally. It is not yet good because there is not enough good or better teaching to ensure students achieve consistently well.

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Key findings

 The increasing range of opportunities offered, the excellent new buildings, a good curriculum and the increased quality of teaching are helping students to engage more with their learning and develop higher aspirations for the future. In this positive learning environment, their behaviour has improved significantly and is now satisfactory. In many lessons observed it was good or outstanding.

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Key findings

 Achievement is rapidly improving in a range of subjects, including English, mathematics and science, with students in Year 11 now on track for GCSE grades in line with national averages. The academy tracks progress effectively and identifies well interventions that are required. It is developing students’ reading well so that those who have not achieved the nationally expected standards when they join the academy are given effective support to develop their reading and gain greater access to the wider curriculum. The academy leaders are aware of weaker achievement in some subjects and tackling this effectively.

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Key findings

 The quality of teaching is satisfactory. Improving teaching has been the prime focus of the senior leaders, through clear monitoring and support systems. Much is now good, and some outstanding teaching inspires and challenges students to achieve the best they can.

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Key findings

 The senior leaders are highly effective in bringing about improvements and recognise that, despite impressive gains, there is still much to do. Middle leaders are contributing more to the overall success of the academy. There is a clear and concerted shared drive and ambition for improving the academy further. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Increase students’ achievement through ensuring that the quality of teaching is consistently good or better by:

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What does the school need to do to improve further?

 challenging students with work that is matched more precisely to individuals’ prior knowledge and understanding  developing opportunities for students to work more independently by monitoring progress with greater precision throughout lessons  developing further the departments and subject areas that do not perform as well as English, mathematics and science.

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Achievement of pupils

Students’ achievement is satisfactory and improving. Students observed in lessons were eager to learn and many made good or better progress when they had a high level of challenge and support. When teachers helped students to build confidence, and raised aspirations, progress was enhanced. Students’ attainment is now in line with national averages, including in English and mathematics, and is improving rapidly. Students increasingly believe in their own success because of the academy’s positive ethos for success.

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Achievement of pupils

The academy ensures that, generally, students who join with limited reading skills make good progress and increasingly narrow the gap between their actual reading age and that expected for their age. The academy is tackling well the differences in achievement between groups such as boys and girls. There is a clear ambition to raise attainment for all students and so the differences between groups are not significant or are narrowing. Focused support for disabled students and those with special educational needs ensures that they achieve at least in line with the rest of the academy.

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Achievement of pupils

Parents and carers express some concerns about the progress their children are making. They recognise the impressive improvements that have been made so far. Like the academy leaders, they want even greater progress and attainment for students.

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Quality of teaching

The quality of teaching is satisfactory overall but is improving rapidly because of the teachers’ commitment to ensuring students get a better deal, and senior leaders’ unwavering focus on improving the quality of teaching to drive improvements. During one mathematics lesson, students showed their passion and dedication to learning with a fierce ability to argue their case and demonstrated a good understanding of mathematical principles. The teacher’s passion and a desire to ensure students succeeded underpinned clear and direct support for individuals so that students developed the specific aspects of the mathematics that they needed. High expectations, a learning environment that is supportive and challenging, and individualised learning opportunities that develop throughout lessons characterise the best and most successful teaching in the academy. Teaching that is less successful does not challenge students sufficiently, and in such cases progress throughout

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Quality of teaching

lessons is not monitored with sufficient precision to develop higher rates of progress. At times, students are not given enough chance to be actively involved, the teachers’ talking dominates lessons, and the learning opportunities are not matched well to the individuals’ starting points.

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Quality of teaching

During the range of lessons observed, teachers displayed a high level of skill. When this was coordinated and applied effectively, progress was good. The skills were not always used enough to maintain the highest rates of progress consistently throughout lessons. During one lesson, when the teacher worked with small groups, progress was very positive as the teacher’s high level of subject knowledge developed students’ understanding and enhanced their ability to work more independently. This level of skill was not applied enough by teachers throughout lessons, so there were inconsistencies in the impact of teaching.

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Quality of teaching

The teaching promotes a strong sense of moral values and develops students’ personal and social development well. There are some opportunities for spiritual and cultural development, but these aspects are not as strong. The arts and sports culture is valued and students gain a broad experience of cultures. The academy’s leaders are aware that cultural experiences have not been fully developed, and spiritual opportunities are not always sufficiently explicit or celebrated. Teachers are developing the curriculum very well to ensure that all students, whatever their starting points, are included in the provision and have real opportunities for success.

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Quality of teaching

Parents and carers rightly feel that teaching in the academy has improved significantly and are pleased with the progress made. They also agree with inspection findings that there are inconsistencies in teaching, and want teaching to improve further.

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Behaviour and safety of pupils

The behaviour of students has improved significantly over the last few years. It has improved markedly from September 2011 and there was also a step change when the academy moved into the new building. Students demonstrate a real respect for and understanding of what the new environment and facilities now offer. Their behaviour is now satisfactory overall, but in many of the lessons observed outstanding behaviour made an impressive and significant contribution to learning. This was particularly notable in some lessons that lacked pace and challenge. Students remained engaged and tried to make the best of the opportunities provided, demonstrating a mature approach that bodes well for their future.

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Behaviour and safety of pupils

The academy has effective systems to tackle bullying and students have a sound understanding of different types of bullying, including cyber-bullying, and understand how to stay safe when online. Students, parents and carers all recognise the improvements in behaviour in the academy and the improved systems for challenging unacceptable behaviour. They want things to be even better and feel that things need to be dealt with more efficiently and ensure that communication is improved. Students were able to articulate their opinions well and were very forthright in ensuring inspectors know what academy life is like. They want all practice to be aligned with the best they experience. The academy leaders are not complacent despite the huge improvements made and are working hard to make further improvements. Many students take responsibility for their own action and the staff work well with increasing consistency in establishing the academy’s

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Leadership and management

Leadership is developing very well at all levels, with middle leaders having an increasing impact on the academy’s development. The focused attention senior leaders have given to improving the quality of teaching and learning has secured sustainable improvements across the academy. This is particularly marked in the better attainment of students. The positive academy ethos, improved quality of teaching, higher attainment and improving progress of students all give clear evidence of a strong capacity for further improvement.

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Leadership and management

Leadership and management are now good. The qualities that the senior team bring together ensure that their dedication and work have established a firm foundation for the pathway of success for the academy. The Principal demonstrates excellent leadership and has empowered, along with his senior team, staff at all levels to grow and excel with the prime focus of securing students’ achievement. The academy now offers students the opportunity to develop and succeed with high aspirations for their future.

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Leadership and management

The curriculum meets the needs of students well and is developing further as achievement rises. It promotes the spiritual, moral, social and cultural development of students well overall. Students who previously found it difficult to engage with academy life are supported well so that they have an increasingly secure foundation for future life. Governance of the academy is increasingly systematic and both the Local Academy Council and the Oasis Executive Board challenge and support the academy’s development. The academy tackles discrimination and promotes equality well. Safeguarding arrangements meet current requirements. Parents and carers expressed their appreciation for the improvements made in the academy but, quite rightly, want things to be even better. They highlighted the wish for improved communication and an increasing desire for information and help to assist their children to make further progress. This also highlights the increasing impact that

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Leadership and management

leaders are having in bringing the local community together and ensuring a positive experience and engagement with learning in the academy.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Oasis Academy Mayfield, Southampton, SO19 9NA

I would like to thank you for the very warm welcome you gave the inspection team when we visited your academy, and for telling us your views. The buildings are impressive but your improved achievements and attitudes are even more impressive.

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Inspection of Oasis Academy Mayfield, Southampton, SO19 9NA

The academy leaders have brought about striking improvements and you have played a significant part in this, by responding so positively to the changes and being patient about the things you still want further improvements in. The academy is now satisfactory and no longer subject to a notice to improve. It is improving at a rapid rate. Teaching is satisfactory overall, but at its best is exceptional and ensures you make fantastic progress, challenging you and supporting you in lessons. This is not always the case and at times, too much of the lesson is taken up by teachers talking to the whole group, or you are not given enough guidance to allow more independent work. The leaders in the academy have clear plans to improve teaching further and have already made significant progress in this.

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Inspection of Oasis Academy Mayfield, Southampton, SO19 9NA

We observed you in lessons and were impressed by some behaviour that was outstanding and supported your progress, particularly when the lessons were not as challenging or interesting as they could have been. The behaviour of students is satisfactory overall but has improved a great deal and in many lessons was observed to be outstanding.

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Inspection of Oasis Academy Mayfield, Southampton, SO19 9NA

It is good to see that many students in Year 11 have already secured A*–C grades in GCSE English and mathematics. This demonstrates your improved achievement. We have asked the academy leaders to ensure that this improvement continues by developing further the quality of teaching. You can help improve the academy by ensuring you make the most of the increasing opportunities in the academy and expecting the best in all lessons.

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Inspection of Oasis Academy Mayfield, Southampton, SO19 9NA

Paul Scott Her Majesty's Inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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