Oasis Academy Nunsthorpe

Oasis Academy Nunsthorpe

Address: Sutcliffe Avenue, Grimsby, North East Lincolnshire, DN33 1AW Unique reference number (URN): 138237

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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 an accurate understanding of the quality of the curriculum and how it is taught across the school. They have taken effective action to address shortcomings identified in the previous curriculum. Leaders prioritise the teaching of the early stages in reading, writing and mathematics.

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Curriculum and teaching Expected standard

Leaders ensure the development of teachers’ subject knowledge. Teachers use this knowledge to deliver the well-organised curriculum with confidence. They provide regular opportunities for pupils to revisit prior learning. Teachers routinely check what pupils know and remember within and across lessons. This helps pupils to develop a secure understanding of the important knowledge and skills that they must learn. Over time, pupils begin to connect what they have learned across the curriculum. This makes learning interesting and enjoyable for pupils.

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Curriculum and teaching Expected standard

Teachers routinely adapt learning for pupils with special educational needs and/or disabilities. They provide effective strategies to help pupils to organise their ideas and access their learning. Pupils benefit from these established approaches. Teachers are working hard to address any gaps in learning that may have built up over successive years. Teachers provide opportunities for pupils to use and apply what they have learned across the curriculum. Typically, pupils benefit from this.

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Early years Expected standard

Leaders have developed an engaging curriculum that builds children’s learning across the early years. They provide an attractive learning environment that inspires children. Staff make sure that children who have barriers to their learning receive the support they need to communicate, interact and engage with all that is offered. Children demonstrate high levels of engagement in their learning. Staff ensure that regular ‘learning challenges’, are carefully and purposefully integrated into the provision.

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Early years Expected standard

Children are proud of what they achieve and enjoy sharing what they have done with staff. They play very well with their peers. Staff skilfully develop children's language and vocabulary through high-quality interactions. This enables children to ask questions and be curious about their learning. Staff successfully create opportunities for children to learn to problem solve and work collaboratively with their peers. Through this, children develop the skills needed to become confident, independent learners.

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Early years Expected standard

Staff ensure that routines within the school day are well established. Children enjoy participating in snack time. Opportunities such as these enable children to learn to take turns, listen to others and share their ideas.

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Early years Expected standard

As a result of leaders’ actions, children are increasingly prepared well to move onto the next stage of their education.

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Inclusion Expected standard

Leaders have established a cohesive approach to inclusion. They work closely with the school’s pastoral support team to ensure that pupils’ needs and barriers to learning are known and understood. This enables leaders to make well informed decisions about the most appropriate support to provide to pupils. Since the appointment of new leaders, in which many of the strategies have been put into place, the impact of the school’s approach is clear to see.

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Inclusion Expected standard

Leaders ensure that staff are trained to identify and support the needs of pupils with special educational needs and/or disabilities (SEND) or other barriers to their learning. Teachers adapt lessons well to meet pupils’ needs. Leaders and teachers regularly review the progress of pupils, including those with SEND. Where necessary, they implement timely actions to prevent pupils from falling behind.

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Inclusion Expected standard

The school’s strategy for using additional funding is well thought out. It is informed by current research and careful evaluation of the school's context. Leaders typically address the barriers that pupils at the school face. They regularly evaluate the impact of the actions they have taken. This ensures that strategies to improve outcomes for disadvantaged pupils are realised.

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Leadership and governance Expected standard

Leaders, including those with responsibility for governance, fulfil their statutory duties appropriately. In recent years, the school has undergone a significant period of change. All leaders have taken up their posts within the last two years. In addition, several staff are new to the school. This has created some turbulence in the school’s development. Leaders’ actions have brought about much needed stability.

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Leadership and governance Expected standard

Leaders have an accurate view of the school’s strengths and areas for development. They have taken decisive and effective action to raise standards. Leaders regularly gather and review information that informs the decisions they make to improve the school. Leaders are mindful of the impact that change can have on staff workload and wellbeing. They work closely with the trust to ensure that improvements are manageable and sustainable in the long term.

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Leadership and governance Expected standard

The impact of these actions is becoming increasingly evident. Leaders have worked with staff to ensure that they are supported to understand the reason for the changes that are made. This collaborative approach has enabled staff to contribute positively to the school’s on-going and rapid improvement.

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Leadership and governance Expected standard

Staff are proud to work at the school. They value the many opportunities that support their professional learning. As a result of this high quality training, staff feel empowered to adapt their practice in the classroom to support pupils’ learning and development.

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Personal development and wellbeing Expected standard

Pupils benefit from the school’s inclusive and well-organised, personal, social and health education curriculum. This incorporates the ‘Oasis Habits’. It provides pupils with a secure basis for learning about life in modern Britain and how to be a responsible member of society. Through this, pupils learn about fundamental British values and how they apply in their own lives.

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Personal development and wellbeing Expected standard

Pupils learn about positive relationships and how to keep themselves safe, including online. They are knowledgeable about the use of social media, its contribution towards creating a digital footprint and the impact of this on our lives. Visitors to school enrich the school’s personal development curriculum. They act as positive role models from the local community. Older pupils recently benefited from a football team visit which provided valuable teaching about the dangers of county lines.

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Personal development and wellbeing Expected standard

Leaders provide meaningful opportunities for pupils to engage with projects within the local community. For example, pupils recently took part in a rubbish clean-up campaign. In addition, members of the school parliament worked with a local charity to find out about how to improve local housing for residents. Opportunities such as these enable pupils to learn the value of contributing towards the area in which they live.

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Personal development and wellbeing Expected standard

Leaders have begun to provide opportunities for pupils to participate in visits to local places of worship or of cultural interest. Events such as these enrich the school’s curriculum. They enable pupils to learn about different cultures and the world around them.

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Personal development and wellbeing Expected standard

Pupils benefit from high-quality pastoral support. Leaders make sure that pupils receive timely support. Pupils enjoy visiting ‘The House', which provides a safe space for pupils to talk to staff and share their concerns. This established practice supports pupils with additional barriers to articulate and manage their feelings. It enables them to develop positive attitudes to their learning.

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Achievement Needs attention

In recent years, a significant proportion of pupils, including those who are disadvantaged, have not achieved well in national tests. In the last three years, pupils’ outcomes have declined and been below the national average. Newly appointed leaders have taken appropriate action to address this decline in standards built up over time. However, this is not currently reflected in published outcomes.

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Achievement Needs attention

While leaders have prioritised the teaching of reading, writing and mathematics, some pupils have not securely developed the essential knowledge and skills they need. This is particularly seen in pupils’ letter formation and handwriting. As a result, gaps in some pupils’ knowledge in the early stages of reading, writing and mathematics remain.

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Achievement Needs attention

Leaders have ensured that current pupils benefit from learning a broad and balanced curriculum. Generally, pupils, including those who are disadvantaged or who have barriers to their learning, speak with confidence about what they have learned across a range of subjects. They produce work that increasingly reflects the curriculum’s high ambition.

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Attendance and behaviour Needs attention

Pupils’ attendance in recent years has declined to below the national average. In the same timeframe, the proportion of pupils who are persistently absent has increased. Leaders have implemented a range of strategies to support pupils and their families to recognise the importance of attending school regularly. Posters around school, rewards and other initiatives, promote leaders’ clear intent for pupils to be in school every day and on time. Leaders have established systems to monitor and review pupils’ attendance across the school. While these actions appear to be improving pupils’ attendance, it is too early to determine the full impact of this work.

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Attendance and behaviour Needs attention

Leaders have established a positive learning culture. Staff respond to pupils’ behavioural needs swiftly and skilfully. They provide a range of appropriate strategies to support individual pupils to manage their behaviour successfully. Leaders have embedded routines across the school. These bring order and structure to pupils’ days and help them to know what is expected of them. Most pupils live up to these expectations. Pupils consistently demonstrate positive attitudes towards their learning and in their interactions with staff and peers. They are polite and courteous to others. Pupils conduct themselves well when moving around the school. They are confident that staff will address pupils’ behaviour that falls short of what is expected of them. Leaders act swiftly to resolve the rare instances of bullying that occur.

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

This school provides a welcoming and safe place for pupils to learn and develop. Pupils enjoy coming to school. They know that there are staff who they can speak to if they are worried about something.

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

In recent years, pupils, including those with special educational needs and/or disabilities or who are otherwise disadvantaged, have not achieved as well as they should. A significant proportion of pupils moved onto secondary education having not achieved the expected standard for their age in reading, writing and/or mathematics. The newly established leadership team has taken timely and effective action to address identified weaknesses within the curriculum and teaching. Although some pupils continue to have gaps in their learning, leaders are ensuring that these are addressed. As a result, pupils across the school are increasingly well prepared for the next stage of their education.

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

Pupils are excellent role models in their conduct and behaviour around the school. They are polite and courteous to staff, visitors and their peers. Pupils demonstrate very positive attitudes to their learning. They play well together at break and lunchtimes. Staff swiftly address potential incidents of bullying or occasions when pupils’ behaviour falls below the school’s expectations. Some pupils do not attend school regularly enough. In addition, some do not arrive to school on time. This means that they miss out on important learning and building positive relationships with their peers. Leaders’ actions are beginning to have an impact on reducing rates of absence. However, there is more work to do.

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

Pupils value the changes that have been made to improve the school. They enjoy the increased opportunities leaders have introduced to participate in projects within the community, school visits and residential experiences. Enriching activities such as these are becoming increasingly established in the school’s calendar. They enable pupils to learn about the world around them. Pupils build up their confidence to try new things. .

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Next steps

Leaders should continue their robust oversight of the attendance and punctuality of pupils so that more pupils attend school regularly and on time. Leaders should continue to ensure that actions taken to develop pupils’ knowledge and skills in the early stages of reading, writing and mathematics enable pupils to apply them effectively across the curriculum and make stronger progress.

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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

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, deputy principal and assistant principal during the inspection.

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About this inspection

Inspectors met with the CEO and a representative from the board of trustees. A separate meeting was held with the trust’s regional and national directors.

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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 alternative provisions. They are both registered.

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About this inspection

The school has undergone a significant change since the last inspection. All members of the school’s leadership team started in post within the last 2 years.

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Lead inspector:

Matthew Harrington, His Majesty's Inspector

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Team inspectors:

Alison Greaves, Ofsted Inspector Jenny Winfield, 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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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2023/24 (final) 35% 46% Close to average

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national average

2022/23 (final) 47% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 55% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 52% 58% Close to average

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average

2022/23 (final) 55% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 55% 59% 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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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) 5.8% 5.9% 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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national average

2022/23 (3 term) 14.8% 16.2% Close to average

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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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