Oasis Academy Blakenhale Junior

Inspection of a school judged good for overall effectiveness before September 2024: Oasis Academy Blakenhale Junior Homestead Road, Garretts Green, Birmingham, West Midlands B33 0XG

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Inspection dates: 14 and 15 January 2025

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Outcome

Oasis Academy Blakenhale Junior has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The executive principal of this school is Clare Hoods-Truman. This school is part of the Oasis Community Learning Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, John Barneby, and overseen by a board of trustees, chaired by Caroline Taylor.

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What is it like to attend this school?

Pupils love attending this school, which is at the heart of its community. Pupils are very well cared for. They feel safe and are kept safe here. Pupils say that there are trusted adults they can talk to if they have a worry or concern. Pupils say that staff quickly sort out any problems if they arise.

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What is it like to attend this school?

Pupils are friendly and welcoming. Their behaviour is impeccable. They are polite and try hard with their learning. A calm and purposeful atmosphere permeates the school. Pupils enjoy their learning and are happy to come to school. Staff have high expectations for pupils and most pupils achieve well across a range of subjects.

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What is it like to attend this school?

All pupils benefit from a broad and varied enrichment programme. The school offers pupils a wide range of experiences that broaden pupils’ horizons and develop their character during their time at this school. Staff listen to pupils’ ideas, and the school ensures that there is something on offer for all to develop their talents and interests. These include cheerleading, gardening, sewing and DJing, to name but a few. Pupils also benefit from interesting trips, visitors and virtual reality experiences to enhance their learning. 14 and 15 January 2025

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

Supported by the trust, the school has put in place an ambitious curriculum that clearly sets out what pupils need to learn and when. Most teachers make effective checks on learning to ensure that pupils have grasped the concepts taught. Teachers typically have good subject knowledge and present information clearly. However, there are some inconsistencies in how well subject content is delivered. When this happens, staff do not teach pupils to develop the identified knowledge and skills in sufficient depth. As a result, some pupils have gaps in their knowledge.

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

The school has prioritised reading. Staff carefully select the books that pupils read so that they experience a range of genres. The school identifies any pupils who need extra support to become fluent and competent readers. However, sometimes pupils do not receive the support they need to catch up quickly enough. The books they read are not always carefully matched to the sounds that they know. As a result, some pupils are not developing the skills they need to become fluent readers.

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

The school ensures that pupils with special educational needs and/or disabilities (SEND) are accurately identified. It seeks appropriate advice from external agencies to support pupils’ specific needs. Teachers adapt teaching materials so that pupils with SEND can learn well alongside their peers.

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

The school has high expectations for pupils’ attendance. Most pupils attend well. Where any concerns about pupils’ attendance arise, staff put in place effective support. Pupils behave well in classrooms and around the school. They are consistently respectful to one another and adults.

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

The school’s work to promote pupils’ personal development is highly effective. This is underpinned by the school’s vision to promote ‘healthy bodies, healthy minds and promising futures’. The school teaches pupils how to be safe online and in the community. Pupils talk knowledgably about ‘9 habits’ that promote kindness and tolerance. They are very clear that no one should be discriminated against. Pupils are well prepared for life in modern Britain.

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

Pupils appreciate the opportunity to contribute to the school and make improvements through the many pupil leadership opportunities that the school offers. The community hub provides a wealth of opportunities for pupils and their families to access support and be fully engaged in the life of the school.

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

The trust has provided effective support for the school during a period of leadership instability. Trust leaders and those responsible for governance work closely with the school to improve all aspects of the school’s work. Staff are proud to work at the school. They value the extensive professional development programme and leaders’ high regard for their workload and well-being. 14 and 15 January 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Pupils who have fallen behind with their reading are not catching up quickly enough. As a result, they have gaps in their learning and are not well prepared for their next steps. The school should ensure that pupils who have fallen behind with their reading receive the support they need to achieve well.  There are some instances when the subject content is not taught as well as intended. This means that on those occasions pupils do not gain as much knowledge as they could. The school should ensure that teachers have the expertise to teach the range of subjects effectively.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 14 and 15 January 2025

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 January 2025

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School details

Website www.oasisacademyblakenhalejunior.org

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School details

Dates of previous inspection 3 and 4 July 2019, under section 5 of the Education Act 2005

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Information about this school

 The school joined the Oasis Community Learning Trust in February 2013.  The school does not use alternative provision.  The school runs a breakfast club.  The principal was absent during the inspection. The deputy principal, Peter Hunt, and interim deputy principal, Lisa Young, are currently responsible for the running of the school.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school. 14 and 15 January 2025

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 During the inspection, the inspector met with the deputy principal and other school leaders. She met with the chief executive officer, trustees and representatives from the trust.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interest first.  The inspector spoke with several groups of pupils and observed their behaviour at break and lunchtime.  The inspector met with groups of staff and pupils and considered the opinions expressed through the staff and pupil surveys.  The inspector had regard to the views expressed through the online survey, Ofsted

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Inspection team

Cathy Young, lead inspector His Majesty’s Inspector 14 and 15 January 2025

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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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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