Oasis Academy Woodview

Inspection of Oasis Academy Woodview Woodview Drive, Edgbaston, Birmingham, West Midlands B15 2HU

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Inspection dates: 25 and 26 February 2025

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

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The principal of this school is Joseph Darnley. 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 (CEO), John Barneby, and overseen by a board of trustees, chaired by Caroline Taylor . 25 and 26 February 2025

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What is it like to attend this school?

Pupils are proud of their school and enjoy their lessons. Under new leadership, the school is ambitious for all pupils to achieve well. It ensures that all pupils are included in every aspect of the life of the school. Consequently, pupils are achieving well in their learning from their starting points.

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What is it like to attend this school?

There have been significant improvements in the behaviour of pupils. The school has introduced effective strategies based on the school’s values of ‘building character, aspiring futures, empowering communities’. This has led to the number of behaviour incidents and suspensions falling rapidly. Pupils feel safe in school. Those spoken to all said they had a trusted adult they could talk to.

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What is it like to attend this school?

The school effectively develops pupils’ character, confidence and resilience. Many pupils take on leadership roles. These include a ‘mini senior leadership team’, ‘academy MPs’, ‘well-being champions’ and ‘building on Barbie’, which is a leadership scheme to empower girls. The school encourages pupils to be active citizens, for example through its ‘global goals’ that focus on protecting the environment.

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What is it like to attend this school?

The school provides further enrichments that deepen pupils’ learning in some subjects. For example, the author in residence enhances pupils’ language and cultural development. Through ‘Roots to Fruit’, children make real links to their learning using the outdoor environment. This also supports pupils’ developing knowledge of the different cultures and backgrounds of others.

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

The school is astute in modifying and adapting its long-term curriculum. It ensures that it is suitably ambitious and meets the needs of pupils in the local context. There is an inclusive ethos that ensures all pupils, including those with additional needs, have access to the full range of subjects. In Reception, with effective support, all pupils access learning as part of focussed activities, including in literacy and mathematics. The school identifies pupils who have special educational needs and/or disabilities (SEND) early. The school ensures that there are suitable adaptions in place in each curriculum subject. Support is effective for pupils with SEND and for those who speak English as an additional language.

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

Following lower outcomes for pupils in phonics and reading in 2024, leaders have successfully prioritised reading across school. The school ensures that all adults are well trained to teach the phonics approach with fidelity, including in early years. Younger children get off to a rapid start in learning sounds and the letters they represent. Appropriate additional support is in place to enable older pupils to rapidly catch up. As a result, pupils throughout the school are now achieving well in reading. Pupils, including those at the early stages of reading, have the phonics skills they need to decode unfamiliar words. They are gaining in their fluency and confidence as a result of the books they read. These are well matched to the letters and sounds they know. 25 and 26 February 2025

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Regular checks on learning, from early years to Year 6, help teachers to find out what pupils have learned in each subject. These checks also identify any misconceptions that are still to be addressed. Teachers’ analysis of pupils’ answers to assessments pinpoints specific gaps in pupils’ knowledge and understanding. This helps teachers to establish what pupils know and have remembered. However, on a few occasions, pupils struggle to recall previous learning or the meaning of key vocabulary items that have been taught. This is because there is some inconsistency in how well the curriculum is delivered across the school.

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Recent changes to leaders and staff mean that some staff are new to their roles in school. They have not yet implemented the systems required to check how well some subjects are delivered. As a result, some subjects are not fully implemented in the way the school intends.

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The school has introduced new systems and a new approach to attendance. Leaders are clear that ‘Attendance is everyone’s responsibility.’ Strong working relationships with pupils and their families mean barriers to attendance are quickly identified. There is an improving picture of attendance, which is continuing to rise.

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The school promotes the positive behaviour of pupils by implementing strategies successfully to prevent pupils at risk of not following expectations, and by celebrating good behaviour through the recognition of ‘spotlight children’.

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The school promotes pupils’ personal development exceptionally well. It prioritises their personal growth and character, starting in early years. The school provides a wide range of clubs, trips and activities. Sports coaches keep pupils fully active at lunchtimes. Clubs include art, coding, table tennis and yoga. Pupils with SEND and disadvantaged pupils are supported to ensure that they actively participate in these. Pupils learn to respect one another and are proud to belong to a school that celebrates such diversity. Pupils contribute to the wider community through fundraising at the Christmas and summer fairs. Pupils in Year 3 raise money for other causes, such as sponsoring a toilet in a developing country.

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Leaders and the trust ensure well-being is a priority. They have reviewed policies and processes to reduce workload for staff. The trust shares the same ambition for the school as its leaders, providing support and challenge in equal measure. The trust holds leaders to account well.

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Safeguarding

The arrangements for safeguarding are effective. 25 and 26 February 2025

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(Information for the school and appropriate authority)

 There is some inconsistency in how well the curriculum is delivered across school. This leads to a variation in the quality of work produced and how well pupils learn the knowledge that is taught. Leaders should ensure that all staff have the knowledge and skills they need to ensure that delivery of the curriculum is of a consistently high quality across school.  Some staff are new to the leadership of subjects or have taken on additional responsibilities. In these subjects, checks on the quality of the provision for learning have been limited. Therefore, the school is not clear about the improvements that need to be made. The school should ensure that the systems in place for leaders to check the impact of the curriculum allow them to make timely evaluations and adaptations in light of the information found.

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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). 25 and 26 February 2025

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School details

Date of previous inspection 16 November 2023, under section 8 of the Education Act 2005

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Information about this school

 The principal and deputy principal were appointed in May 2024.  Two assistant principals were appointed in the autumn term of 2024.  The school currently does not make use of alternative provision.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 25 and 26 February 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the principal, deputy principal, other leaders and staff.  Inspectors spoke to groups of pupils to learn their views of the school.  The lead inspector met with members of the trust, including a representative of the CEO, a national director, the regional director and a school improvement leader.  Inspectors considered responses to the online questionnaire, Ofsted Parent View. This included free-text comments. These were discounted after an Ofsted investigation revealed irregular practice of multiple negative entries from a small number of IP addresses. Instead, inspectors spoke to parents on the gate to elicit their views.  Inspectors reviewed responses to Ofsted’s online survey for staff. There were no responses to the pupil survey.

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 Inspectors considered information on pupils’ behaviour, attendance and personal development.  Inspectors carried out deep dives in these subjects: English, including early reading; mathematics; science; history; and physical education. For each deep dive, they held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, 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.

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Inspection team

Mark Sims, lead inspector Ofsted Inspector

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Inspection team

Azizan Kabil Ofsted Inspector 25 and 26 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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