Oasis Academy Fir Vale

Oasis Academy Fir Vale

Address: Owler Lane, Fir Vale, Sheffield, South Yorkshire, S4 8GA Unique reference number (URN): 140218

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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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Inclusion Strong standard

Inclusion is at the heart of the school’s work. Many pupils, including those with special educational needs and/or disabilities, disadvantaged pupils, those known or previously known to social care and those who speak English as an additional language join and leave the school at different points during the academic year. Leaders establish positive relationships with families and pupils before they join the school to ensure their circumstances are firmly understood. Pupils’ needs are identified as soon as they start the school. This ensures that precise support is provided rapidly and pupils’ barriers to learning are effectively addressed. Leaders regularly review this support to ensure it remains effective, using their extensive knowledge to make adaptations when it is not. Leaders ensure that staff are highly skilled in providing targeted support and adaptations for pupils with wide ranging needs and abilities. Leaders engage with a range of external agencies to

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Inclusion Strong standard

provide bespoke support. They effectively use additional funding to support pupils.

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Inclusion Strong standard

The 'Oasis Hub' model provides innovative support to the whole school community to remove barriers. This valuable resource ensures that pupils are ready to access everything the school has to offer. The school’s deliberately considered approach to inclusion ensures pupils receive high quality support in lessons. Pupils are confident, safe and trust that staff are there to help them. Staff know pupils extremely well and ensure that pupils are fully included, access learning and have the best possible chance to thrive.

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Achievement Expected standard

The unique context of the school and high level of mobility has a negative impact on pupils’ outcomes. Despite these challenges, published outcomes are improving year on year.

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Achievement Expected standard

Pupils develop the essential knowledge they need to prepare them for their next stage of development. They learn key vocabulary and use this to hold conversations. The school’s focus on transcription skills and oracy is having a positive impact on the quality of early writing. Pupils write sentences independently and form letters correctly. In phonics, pupils decode words using the sounds that they know and apply them to read sentences. This ensures pupils develop reading skills well.

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Achievement Expected standard

The majority of pupils make secure progress from their varied starting points. Some pupils arrive with no previous education. Pupils’ abilities are wide ranging. Pupils who spend a significant amount of time at the school make better progress than those who join later.

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Achievement Expected standard

Staff develop pupils’ social skills, sense of belonging and their value of education. Pupils are aspirational for the future and are proud to attend their school.

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Attendance and behaviour Expected standard

Leaders are committed to improve attendance. Whilst overall attendance is not at the levels that reflect schools nationally, this is improving consistently over time. Leaders engage with families as soon as pupils start the school to educate them about the importance of regular attendance and identify any barriers. Leaders work tenaciously with parents and carers to remove any barriers that pupils may face. The school adopts a no excuses approach. Where attendance falls below what is expected, interventions are timely, appropriate and bespoke to the pupils' individual needs and circumstances.

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Attendance and behaviour Expected standard

Pupils behave well and follow the school’s clear expectations. The school’s supportive approach to behaviour ensures pupils learn how to behave well. Pupils develop a clear understanding of right and wrong. They have the social skills to interact positively with each other and staff. Staff work closely with pupils to help them to understand when behaviour falls below what is expected. Lessons are calm and purposeful. Pupils show positive attitudes to learning and engage with enthusiasm. Relationships are positive and respectful. At less structured times, staff support pupils’ play and intervene quickly where pupils show behaviour that does not meet leaders’ high expectations.

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Curriculum and teaching Expected standard

Leaders have carefully designed the curriculum to ensure that pupils develop their knowledge step by step. Teachers know what pupils need to learn. Staff check pupils' learning, identifying any gaps that may have arisen. Careful adaptations in lessons, along with structured and tailored interventions, address gaps in pupils’ learning. However, in some lessons, teachers do not always check learning and address these gaps effectively enough.

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Curriculum and teaching Expected standard

Leaders prioritise language and oracy. Staff are skilled in supporting pupils to learn and embed key vocabulary. Careful consideration is given to how pupils learn the essential knowledge in reading, writing and mathematics. In mathematics, teachers use resources effectively to develop pupils’ understanding. Staff deliver the phonics programme with confidence. Many pupils in key stage 2 access phonics learning.

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Curriculum and teaching Expected standard

In lessons, teachers use a variety of approaches and resources to engage pupils in learning. Routines for learning are embedded. Information is generally well presented. However, in some lessons, teachers do not always explain learning clearly enough.

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Curriculum and teaching Expected standard

Lessons are carefully adapted for pupils who need support to access the curriculum. This includes adapted tasks, small group supported work and sensory approaches. Key knowledge is repeated and revisited to ensure pupils embed their understanding.

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Early years Expected standard

The early years curriculum is carefully designed and builds children’s knowledge sequentially from Nursery to the Reception Year. The curriculum prioritises children’s early childhood experiences, including learning nursery rhymes and reading fairy tales. Staff check children’s learning regularly so that they can identify any gaps and build on what they already know. Children repeat and practise basic skills to embed their knowledge.

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Early years Expected standard

Children are warmly welcomed into school and settle quickly. Routines are well established. Leaders and staff prioritise family engagement. They build secure relationships with families and encourage regular attendance right from Nursery. Leaders support families with key development milestones such as toileting, eating, behaviour routines and play.

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Early years Expected standard

Leaders quickly establish children’s starting points. Staff in early years identify children’s next steps and ensure activities are well matched to children’s learning. This includes learning through play and adult led activities. Language and vocabulary are prioritised due to the high numbers of children who speak English as an additional language. Key vocabulary is outlined in the curriculum alongside a focus on conversational language. Staff show children how to pronounce words correctly and use them to speak in sentences. Children use their phonic knowledge to read successfully. Staff identify children with additional needs quickly and work with external agencies when needed. Staff provide effective support. Children are ready for the next stage of learning as they move from Nursery into the Reception Year and then into Year 1.

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Leadership and governance Expected standard

Leaders are passionate about ensuring pupils receive a high quality education and develop a secure sense of belonging. They adopt a strategic approach to school improvement while maintaining a proactive but reactive approach as cohorts of pupils regularly change.

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Leadership and governance Expected standard

Leaders, including trust leaders and trustees have an accurate understanding of the school’s unique context. The trust provides appropriate support and works alongside skilled school leaders to identify the right priorities for improvement. Leaders have a comprehensive understanding of the challenges in the local area. These impact significantly on pupils’ achievement and attendance which remain ongoing priorities for the school. Leaders ensure that staff have the knowledge, expertise and commitment to continue to improve achievement and attendance. Secure systems are in place to ensure that the school continues to improve.

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Leadership and governance Expected standard

Leaders work in partnership with parents, carers and organisations locally. This has a positive impact on pupils’ engagement and attendance. Leaders continually strive to ensure that pupils access all that the school has to offer.

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Leadership and governance Expected standard

Staff hold leaders in high regard. There is a positive team ethos and staff value the positive way in which they are treated. They value the professional learning offer that is tailored to ensure staff have an accurate understanding of pupils’ needs and the context of the school. Parents are positive about the school and the support that they receive from staff.

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Personal development and wellbeing Expected standard

Leaders have created a comprehensive personal development programme, including a curriculum where pupils learn about healthy relationships, safety, equality and fundamental British values. Learning is enhanced across the curriculum through visitors to school, educational visits, clubs and assemblies. Pupils access a range of suitable opportunities that broaden their experiences and help them to learn about the world around them. They take on leadership roles including play leaders, wellbeing champions and anti-racism champions. Pupils develop their talents and interests in areas such as the arts, music and sport. Pupils regularly attend clubs, including chess, basketball, football and baking. Visits out of school, including the Year 6 residential build pupils’ character and resilience.

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Personal development and wellbeing Expected standard

Pupils have secure knowledge of British values, discrimination, difference and equality. They value the opportunity to learn about different cultures and value the diversity in school. Assemblies enable pupils to celebrate their cultural identity. For example, parents and carers attended a Roma day and an Eid day to share and learn about each other. Pupils know how to keep themselves safe online.

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Personal development and wellbeing Expected standard

The school’s focus on pastoral support ensures pupils start the day ready to learn. All pupils receive a warm welcome from staff. Pupils value the support they receive to support their wellbeing. They have regular opportunities to discuss their feelings. Carefully designed areas in school, like the ‘comfort corner’ give pupils time and space if they need it. Well- trained pastoral staff work closely with pupils to support emotional regulation and mental health.

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Personal development and wellbeing Expected standard

Transition processes are effective. Leaders engage well with local secondary schools. This ensures that pupils are well equipped to continue with their learning, whatever their stage of development and ensure their needs are well met.

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

Pupils are happy, safe and well cared for. They arrive each morning to a warm welcome from kind and nurturing staff. Staff know pupils well and help them to settle quickly. Pupils trust staff and know that they will help if they are worried. Pupils value school life. They are welcomed and included into the diverse community.

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

Most pupils face many challenges and barriers to their learning. Staff support pupils well to remove and reduce these. Most pupils start school with lower than expected starting points. Many pupils speak English as an additional language. There is high movement in and out of the school with many pupils joining, leaving and returning at different points in the academic year. Staff take time to understand individual pupils’ needs so that they learn successfully and engage in all that the school has to offer.

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

Pupils access a broad and balanced curriculum. Staff ensure pupils access the curriculum regardless of their needs or abilities. Pupils enjoy lessons and have positive attitudes to learning. They are proud of their learning and want to achieve well.

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

Behaviour is calm and respectful. A relational approach and clear routines ensure pupils understand the school’s high expectations. Pupils create class rules together and take ownership of them. They build positive, respectful relationships with staff. Effective pastoral support helps pupils to understand their feelings and emotions and manage them well. Pupils value the school’s diverse community. They enjoy learning about each other’s cultures through events such as Eid and Roma day. They speak proudly about these experiences and the wider opportunities that the school offers.

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

Pupils are aspirational. They talk confidently about future careers. They feel safe, included and are proud of their school. Many say they would recommend the school to their friends. Pupils have a positive experience and are well prepared for their next steps.

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Next steps

Leaders should ensure that the curriculum is taught consistently well and includes clear explanations and precise modelling so that pupils develop detailed knowledge across the curriculum. Leaders should ensure that staff apply agreed approaches to assessing pupils understanding consistently in lessons so that gaps in learning are reduced over time and pupils achieve well. Leaders should ensure that they continue to communicate the importance of attendance to parents and carers and provide high-quality support so that attendance continues to improve for all pupils.

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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 (CEO), 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 HMI.

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About this inspection

Inspectors spoke with the principal, deputy principal and assistant principals during the inspection. They also met with the CEO and trust leaders including the regional and national directors. They met with a member of the trust board.

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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 currently uses no alternative provision.

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Lead inspector:

Nicola Beaumont, His Majesty's Inspector

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Team inspectors:

Natasha Greenough, Ofsted Inspector Andrew Crossley, Ofsted Inspector Paul Higginbottom, 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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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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