Oasis Academy Sholing

Inspection of Oasis Academy Sholing Middle Road, Sholing, Southampton SO19 8PH

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The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement

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The principal of this school is Martin Brown. This school is part of Oasis Community Learning, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), John Barneby, and overseen by a board of trustees, chaired by Caroline Taylor. 4 and 5 February 2025

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What is it like to attend this school?

Pupils recognise that expectations of their behaviour have risen. The school regularly emphasises values of ‘striving for excellence’. Staff reward pupils’ efforts when they try hard and contribute positively to the school community. Pupils feel school is now a ‘kind’ place to learn. Most pupils report that bullying is now rare. They have confidence that staff will listen and provide help to overcome any concerns. Staff follow clear routines, which helps pupils to live up to the school’s high expectations of their behaviour. Lessons are typically calm and teachers can teach without disruption.

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What is it like to attend this school?

The school empowers pupils by listening to their opinions. Those in the ‘student leadership’ positions influence important decisions such as selecting charities that pupils passionately support. Pupils enjoy their personal, social, health and economic education lessons. Here, pupils learn about keeping safe in the community and taking care of their health. They recognise the importance of this education in preparing them for life beyond school.

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What is it like to attend this school?

Some pupils do not always learn as well as they should. This also includes pupils with special educational needs and/or disabilities (SEND). Teachers regularly check what pupils know and remember. However, learning is not always adapted to respond to the gaps in pupils’ understanding. This means some pupils do not learn sufficiently well to prepare them for the next stages of education, training or employment.

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

Leadership at this school is informed and strategic. It is improving pupils’ experiences of school. The trust and those responsible for governance support the school well. Staff understand the school’s aims and play a key role in bringing about positive change. One area of success has been the improvement in pupils’ behaviour.

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

The school has ensured a consistent approach to promoting positive behaviour. Pupils are typically kind to each other and form positive relationships with staff, built on mutual respect. The school supports the small minority of pupils who struggle to manage their behaviour. Suspensions have fallen significantly because these pupils receive the help that they need.

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

Improving attendance is a top priority for the school. The school is forensic in its approach to identifying pupils that need additional attendance support. Staff use strategies that help pupils to positively engage with their education, for example therapeutic support and working with external experts. These strategies have helped pupils, particularly those who are disadvantaged, to improve their attendance. However, the school recognises that there is still more work to do to improve attendance for pupils with persistent and significant absence.

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

The curriculum is sequentially designed to provide pupils with the ambitious knowledge and skills needed. Staff have strong subject knowledge and typically use this to explain concepts clearly. The school provides appropriate support for pupils who find reading 4 and 5 February 2025

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more difficult. Pupils receive additional support to develop their reading fluency and confidence. This means these pupils are better prepared to apply reading skills across the curriculum.

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However, the quality of pupils’ learning experiences are too variable. Some teachers do not consistently design activities that help pupils to learn the important knowledge that the curriculum sets out. Although teachers know the needs of pupils with SEND, they do not consistently adapt tasks to make learning accessible. This means that some pupils with SEND do not build on their knowledge as well as they should. In most lessons, teachers routinely check what pupils know and remember. However, there is inconsistency in how effectively lesson activities correct misconceptions or fill gaps in learning. At times, learning moves on before pupils fully understand concepts. This hinders how well pupils can remember and apply critical knowledge and skills in new ways. This issue particularly impacts disadvantaged pupils and those pupils who do not attend school well.

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The school’s approach to pupils’ personal development has been instrumental in improving pupils’ behaviour and sense of belonging. Pupils learn fundamental British values such as democracy through regular voting opportunities, for example school elections for leadership roles. Pupils learn about safeguarding risks such as antisocial behaviour and drugs. A wide offer of clubs and enrichment opportunities develop pupils’ talents and interests. Careers education is well designed and integrated into every subject. This helps pupils understand different career paths. Pupils receive support to make impartial and ambitious decisions about their future.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Despite recent improvements, too many pupils still do not attend school as regularly as they should. This puts pupils at risk of falling behind in their education. The school should ensure that staff continue to review and implement plans effectively to improve attendance, so that pupils benefit from the education the school provides.  There is variability in how effectively teachers respond to gaps in pupils’ learning. This means that, in some lessons, learning moves on before pupils have learned all that they need. The school should provide support to ensure that all teachers have the expertise to address gaps in learning so that pupils achieve well.  In some lessons, teachers do not suitably adapt learning to meet the individual needs of pupils with SEND. This means that some pupils with SEND do not learn the curriculum as well as they should and therefore cannot build their knowledge. The school should ensure that teachers consistently adapt learning so that pupils with SEND

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(Information for the school and appropriate authority)

learn effectively. 4 and 5 February 2025

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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.

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How can I feed back my views?

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). 4 and 5 February 2025

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School details

Number of pupils on the school roll 1032

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School details

Dates of previous inspection 11 and 12 October 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is sponsored by Oasis Community Learning (OCL), a multi-academy trust.  The school currently uses three registered and one unregistered alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 4 and 5 February 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the ongoing impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with leaders from the multi-academy trust, senior leaders, staff and pupils. The lead inspector also met with a representative from the board of trustees. The lead inspector also met with the CEO of the trust and the regional director.  Inspectors held a telephone discussion with members of staff from a sample of the alternative providers.  The inspectors carried out deep dives in these subjects: English, mathematics, science, modern foreign languages, design technology and religious studies. They discussed the curriculum with subject leaders, teachers and pupils, visited lessons and looked at

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samples of pupils’ work. An inspector reviewed the provision for pupils who need extra help with their reading. Inspectors also looked at other aspects of the school’s curriculum, visited additional lessons and looked at further samples of pupils’ work on the second day.  Inspectors considered the responses to the Ofsted Parent View questionnaire, including the free-text comments. They also took account of the responses to the confidential staff survey and gathered the views of both staff and pupils throughout the inspection.  To evaluate the effectiveness of safeguarding, the inspectors: 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’ interests first.  Inspectors reviewed and scrutinised a range of the school’s documentation, including

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leaders’ plans for improving the school, minutes of governance meetings and records of attendance and behaviour incidents.

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Inspection team

Michelle Payne, lead inspector His Majesty’s Inspector

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Inspection team

Judith O’Hare Ofsted Inspector 4 and 5 February 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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