Oasis Academy Immingham

Oasis Academy Immingham

Address: Pelham Road, Immingham, North East Lincolnshire, DN40 1JU Unique reference number (URN): 135176

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Curriculum and teaching Expected standard

Leaders have constructed a curriculum across subjects that is ambitious and well sequenced. It supports pupils to build their knowledge and skills over time. Leaders have established a robust quality assurance system that gives them an accurate and well- informed understanding of how effectively the curriculum is implemented across the school. A well-structured professional learning programme ensures that staff have the necessary expertise to teach their subjects effectively. Where needed, staff adapt teaching effectively to ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils access the curriculum.

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Curriculum and teaching Expected standard

There are clear routines for learning established in lessons. An initial ‘do now’ activity establishes that pupils have secured the essential basic knowledge upon which to build learning in lessons. Teachers typically help pupils to develop their learning through appropriately designed activities. These support pupils to work more independently. Teachers generally check on pupils’ learning and understanding as expected by leaders. That said, in some lessons, misconceptions and misunderstandings are not identified as quickly as they could be. This means that some pupils struggle to access subsequent learning.

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Curriculum and teaching Expected standard

Leaders have established a comprehensive programme to support pupils who are at the earliest stages of learning to read. This is delivered by expert staff and it helps pupils to catch up quickly.

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Inclusion Expected standard

Leaders have developed an inclusive culture across the school. They have established systems to ensure that the needs of pupils who face barriers to their learning are identified quickly. This includes pupils who are disadvantaged and pupils with special educational needs and/or disabilities (SEND). The school uses extra funding through the pupil premium grant well to support disadvantaged pupils in their learning.

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Inclusion Expected standard

Leaders monitor the progress of pupils who face barriers to their learning systematically. They review the impact of planned interventions and support for pupils with SEND closely. If an aspect of a pupil’s support plan is not working effectively, leaders adapt it accordingly. Leaders work widely with families and external agencies to draw on a range of available support mechanisms. Leaders support staff to adapt their teaching in line with the individual needs of pupils who face barriers to their learning. Pupils are generally well supported to access the curriculum and to succeed in school.

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Inclusion Expected standard

Leaders work closely with the virtual school to ensure that personal education plans for looked-after children meet their needs. A very small number of pupils attend alternative provision. These provisions are appropriate and help pupils to engage with education more successfully.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and areas for development. They have prioritised actions for improvement quickly and effectively. This is being further supported by the trust. Where key improvements are needed, leaders are taking rapid and effective actions so as to ensure that these areas are addressed quickly. Leaders have established a robust system of quality assurance to underpin the improvement strategies. This feeds directly into a well-considered, professional learning programme for staff, which is developing greater consistency in best practice across the school. Teachers who are at the start of their career are well supported by leaders in school.

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Leadership and governance Expected standard

Leaders have been proactive in establishing constructive relationships with parents and carers. They have introduced a number of additional opportunities for parents to engage with their children’s education. These include parent and child transition days, Year 11 parents’ coffee mornings, study support evenings and wider communication through online platforms.

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Leadership and governance Expected standard

Trustees fulfil all of their statutory responsibilities. They offer high levels of support and challenge to leaders. They are determined to ensure that the school offers pupils the best possible education. Leaders take decisions that ensure effective support for pupils with special educational needs and/or disabilities and pupils who are disadvantaged. Staff are united in striving to achieve leaders’ ambitious goals for all pupils. Staff feel well supported by leaders. They appreciate how leaders have introduced a number of systems to help them to manage their workload and wellbeing. They are proud to work at the school.

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Personal development and wellbeing Expected standard

Leaders have established a comprehensive personal, social and health education curriculum. It prepares pupils for life beyond school. This fully includes pupils with special educational needs and/or disabilities and pupils who are disadvantaged. Pupils learn about topics such as fundamental British values, protected characteristics, careers, relationships and sex education at an age-appropriate level. This develops pupils’ knowledge of these areas. However, some pupils have limits to the depth of their understanding around fundamental British values and characteristics protected by law.

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Personal development and wellbeing Expected standard

Leaders have ensured that local safeguarding risks are built into the personal development offer. For example, local police speak regularly to pupils about the dangers of child criminal exploitation and child sexual exploitation. Pupils learn how to stay safe online and offline. The school’s pastoral systems are effective in supporting vulnerable pupils who are upset or anxious. These include a school counsellor and bespoke areas where pupils can take time out if they need it. Pupils value the care and support that they receive.

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Personal development and wellbeing Expected standard

Leaders have developed a comprehensive careers programme that extends across all year groups. The programme includes trips and visits to employers, careers fairs and a mentoring programme with a local company. Leaders have also adapted the curriculum offer in line with the needs of local employers. For example, they have introduced health and social care and engineering as option subjects at key stage 4. All pupils benefit from a specialist careers adviser when making choices about their next steps.

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Needs attention

A range of clubs, trips and visits are available to pupils. These are responsive to pupils’ interests and include a bricklaying club, poetry club, boxing club and a debating club. Many pupils take up this offer. There are also several leadership opportunities for pupils, including the school council and positions as sports leaders and prefects. Pupils value these roles and the responsibility that comes with them.

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Achievement Needs attention

Pupils’ overall achievement in national tests and examinations is significantly below national averages over time. This has limited how well pupils are ready for the next stage of education, training or employment. Leaders recognise that pupils’ outcomes need to be better. They have made changes to the way that the curriculum is implemented to tackle this, which is beginning to have a positive impact for pupils currently at the school. Most pupils learn and remember the important knowledge that they need to be able to progress well through the curriculum. However, some pupils struggle to do so. This is often a result of inconsistent attendance to school.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities, and pupils who face other barriers to their learning, generally make positive progress in their learning. The achievement of pupils who are disadvantaged in national tests and examinations is generally close to average for the same group nationally.

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Attendance and behaviour Needs attention

Overall attendance is below the national average. While there are some improvements for groups and individuals on whom leaders have focused, this is not consistent over time. Leaders analyse attendance information closely and they have an accurate and informed understanding of the barriers to positive attendance. They have introduced strategies to address this, such as changing the holiday times to reduce the number of pupils who go on holiday during term time. However, it is too soon to see the impact of these strategies. Some pupils have gaps in their learning because of periods of absence. These pupils often struggle to access the curriculum on their return to school.

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Attendance and behaviour Needs attention

Leaders have recently adapted the behaviour system. This is designed to help pupils fully understand how to behave well. Pupils value the recognition they receive for positive behaviour. Staff and pupils understand this behaviour system and it is generally implemented consistently across the school. Although it is in the early stages, there is clear evidence of positive impact. The number of suspensions has reduced. There are notably fewer instances of bullying and derogatory language across the school. Most pupils behave politely and sensibly, both in class and during social times. Pupils typically show positive attitudes to learning.

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What it's like to be a pupil at this school

Pupils enjoy warm, positive relationships with staff at Oasis Academy Immingham. They are happy and most pupils enjoy learning. Pupils are safe in school. Lessons and social times are generally calm and orderly. Bullying is not tolerated and the number of incidents has reduced over time. If bullying happens, it is addressed quickly and effectively. If pupils are upset or have a problem, they are confident that trusted adults will help them to resolve the issue. Pupils recognise that recent changes to the behaviour system have led to improvements in conduct across the school. Pupils appreciate the acknowledgement that they receive for trying hard in lessons and behaving well in school. Pupils are positive about the pastoral support that is available to them, which provides help at times of need.

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What it's like to be a pupil at this school

Over time, pupils have not achieved well enough in national tests and examinations. However, changes to the way that lessons are taught have begun to address this. Pupils like the way that lessons build upon the knowledge they have learned previously. They can explain how their understanding develops over time. Staff help pupils who face barriers to their learning to access the curriculum through approaches that are adapted to each individual’s needs.

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What it's like to be a pupil at this school

Too many pupils do not attend school regularly enough. This leads to gaps in their knowledge. At times, absences hinder pupils from learning successfully when they return to school.

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What it's like to be a pupil at this school

Pupils are generally well prepared for life in modern Britain. They access a wider programme of enrichment activities than they could in the past. This includes a number of lunchtime and after-school clubs, trips and visits. There are also several opportunities for pupils to meet with local employers. For example, the whole of Year 7 recently visited a local engineering company.

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Next steps

Leaders should ensure that pupils secure high levels of attendance by further embedding the attendance strategy and their work with families. Leaders should ensure that pupils' achievement at the end of key stage 4 is typically in line or above the national averages. Leaders should ensure that teachers check pupils’ learning consistently and that misconceptions or misunderstandings are addressed effectively before moving on to new content. Leaders should ensure that pupils deepen their understanding of fundamental British values and protected characteristics.

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Team inspectors:

Zoe Helman, His Majesty's Inspector Steve Willacy, Ofsted Inspector Lisa Allen, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

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, John Barneby, and overseen by a board of trustees, chaired by Caroline Taylor.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the principal, other members of the senior leadership team and a number of staff from the trust during the inspection. Inspectors also met with teaching and support staff. The lead inspector held meetings with members of the trust board and with the CEO.

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About this inspection

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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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 2 registered alternative provisions.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.17 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 28.9% 25.8% Close to average

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national average

2022/23 (final) 16.7% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 36.2 34.9 Close to average

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national average

2022/23 (final) 33.7 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.77 -0.57 Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 9.8% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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