Oasis Academy New Oak

Oasis Academy New Oak

Address: Walsh Avenue, Hengrove, Bristol, BS14 9SN Unique reference number (URN): 138710

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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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Attendance and behaviour Strong standard

Leaders make efficient use of the systems that are in place to promote regular attendance. Together with pastoral staff, they rigorously check patterns of absence and provide support to both pupils and families where absence is a concern. Leaders’ actions to identify and tackle barriers to attendance results in notable improvements in attendance and rates of persistent absence, both of which are close to national averages. The school’s work to secure regular attendance for the high number of pupils with special educational needs and/or disabilities and those who are disadvantaged, is a real strength.

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Attendance and behaviour Strong standard

Leaders have created a culture which celebrates positive behaviour. Leaders monitor behaviour incidents carefully. They respond rapidly to address any barriers that exist. At the start of each day, staff greet pupils with a warm smile, taking time to check on their wellbeing. This helps pupils to settle quickly. Across the school, pupils take pride in independently following the clear routines that are in place. They treat one another with utmost kindness which means that any form of discrimination is not tolerated. This starts in the early years where children listen carefully, share resources and play well with one another. In lessons, pupils contribute positively during class discussions and sustain their attention well.

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Inclusion Strong standard

Inclusion is a priority. Leaders and staff have the highest expectations for pupils, particularly those with special educational needs and/or disabilities (SEND), pupils who are disadvantaged, those who speak English as an additional language and pupils known or previously known to social care. They swiftly and accurately identify pupils’ needs. Staff use this information, together with the comprehensive professional learning they receive, to consistently reduce any barriers that pupils may face. They skilfully use a range of strategies to ensure that pupils learn well alongside their peers.

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Inclusion Strong standard

Pupils who attend the specially resourced provision, known as the ‘orchard’, and those who attend the SEND unit for the deaf, are very well supported. Staff work closely with parents and carers and other professionals, including the virtual school, to ensure that pupils’ individual needs are met. As a result, pupils show increasing levels of independence and develop the skills they need for later life.

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Inclusion Strong standard

Leaders make effective use of the additional funding they receive for disadvantaged pupils. Pupils and their families benefit from the school's comprehensive offer. Leaders and members of the trust rigorously check the impact this support is having and respond quickly when needs change. Consequently, pupils access the same opportunities as their non- disadvantaged peers and benefit significantly from the academic and emotional support they receive.

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Personal development and wellbeing Strong standard

The school’s personal development programme is an integral part of its work. It is closely aligned to the school’s ‘9 learning habits’ and provides pupils with an extensive range of opportunities and experiences which develops their interests, talents and skills.

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Personal development and wellbeing Strong standard

Leaders ensure that the programme is carefully tailored to the school’s context. It is skilfully adapted to meet the needs of pupils, including those with special educational needs and/or disabilities (SEND). For example, pupils with SEND benefit from opportunities they have to learn to swim. Disadvantaged pupils complete activities as part of the school’s ‘university offer’ which helps them to learn important life skills, such as first aid.

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Personal development and wellbeing Strong standard

The school’s pastoral offer is a strength. Leaders and staff use their comprehensive understanding of pupils’ individual needs and the systems that are in place to check on their wellbeing. This has a positive impact on pupils' learning, behaviour and attendance.

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Personal development and wellbeing Strong standard

The personal, social and health education and relationships and sex education and health education curriculums are suitably well planned and sequenced. Pupils have a mature understanding of the characteristics that are protected by law, such as race. They know why people should not be unfairly judged by others. Pupils talk with real confidence about fundamental British values such as democracy and the rule of law. They understand why rules keep people safe and how the actions of the suffragettes helped bring about equality. Pupils develop a detailed understanding of different faiths and beliefs, comparing the difference between an atheist and a humanist. They understand how to stay safe in the real and online worlds, for example, by not sharing personal information with strangers. Pupils develop their character in a number of ways, for example by raising money for charities.

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Personal development and wellbeing Strong standard

The school’s personal development offer positively impacts pupils’ experiences and prepares them very well for life in modern Britain.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, achieve well. By the end of key stage 2, pupil outcomes in reading, writing and mathematics are above national averages. The attainment and progress that disadvantaged pupils make is a real strength. In the Year 1 phonics screening check, pupils achieve in line with national averages. Pupil’s attainment in the Year 4 multiplication check has improved significantly over time.

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Achievement Expected standard

Pupils generally develop the knowledge they need across the curriculum. For example, in science, younger pupils explain in detail concepts such as hibernation. Older pupils articulate their understanding of inference when describing their feelings of a new text. However, in some subjects, pupils do not build their knowledge to the same depth and struggle to make links with what they have learned before. Typically, pupils develop the essential skills they need for future learning. Younger pupils learn and remember new sounds well. They apply their knowledge of number when counting. Most pupils form letters and numbers correctly. However, there is variability in handwriting and letter formation in some pupils’ books.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They deploy staff effectively to meet the changing needs of the school. This is particularly the case for the increasing numbers of pupils with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Expected standard

The curriculum is ambitious. It is well planned and sequenced and makes clear the knowledge and understanding that pupils need to build over time. The bespoke curriculum for pupils who attend the specially resourced provision, known as the ‘orchard’, is designed to ensure that pupils develop the essential communication and personal, social and emotional skills they need to succeed.

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Curriculum and teaching Expected standard

Staff typically teach the curriculum well. They use their subject knowledge well to deliver new content clearly. Teachers adapt learning and use of resources such as ‘widgets’, to ensure that pupils with SEND access the curriculum. Despite this, there is some variability with how well teachers check pupils’ knowledge and use this information to inform future learning. This hinders the progress that some pupils make across the curriculum.

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Curriculum and teaching Expected standard

Staff deliver the school’s phonics programme well. They present new sounds clearly, providing pupils with time to practise the sounds that letters make. Staff ensure that pupils who may find reading difficult, receive the support they need to catch up quickly.

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Leadership and governance Expected standard

Leaders and trustees have a clear and ambitious vision for the school. They have high expectations for what pupils can achieve, particularly those with special educational needs and/or disabilities, pupils who are disadvantaged and those who speak English as an additional language.

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Leadership and governance Expected standard

Leaders and trustees use their detailed understanding of the school’s context and the community it serves to ensure that the decisions they make are in pupils’ best interests. They understand the school’s strengths and areas for improvement well.

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Leadership and governance Expected standard

Trustees use the established systems that are in place to hold leaders to account for their actions. They make effective use of the information from their rigorous checks and evaluations of the school’s work, to drive school improvement. Trustees fulfil their statutory duties well, including safeguarding.

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Leadership and governance Expected standard

With the support of the trust, leaders provide staff with high-quality professional learning which develops staff expertise and builds their confidence to deliver the curriculum effectively. Staff talk positively about the opportunities they have to complete professional qualifications. Staff are proud to work at the school. They value leaders’ consideration for

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Needs attention

both their workload and wellbeing. Early career teachers receive the support and guidance they need to progress in their careers.

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Needs attention

Most parents and carers speak positively about how staff ‘go above and beyond’ to provide pupils with the support they need to thrive. They value the role the school plays within the local community. One comment from a parent summed up the views of many when they stated, 'this is a small school with a big heart’.

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Early years Needs attention

Leaders know the statutory requirements of the early years and have a clear vision for children, many of whom have special educational needs and/or disabilities (SEND) and who arrive with little, if any, pre-school experience. However, this vison is not realised. Adults design learning activities that do not develop children’s knowledge well enough. Opportunities are missed, both inside and outside the classroom, to develop children’s language and vocabulary. This means that by the end of Reception Year, children have gaps in their knowledge and are not well prepared for Year 1.

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Early years Needs attention

Despite the weaknesses that exist, the early years curriculum is carefully planned and sequenced. It considers children’s starting points and prioritises their social and emotional development, communication skills and early reading. Children develop a love of stories, rhymes and songs. They learn the sounds and letters they need to read. In mathematics, they use their knowledge of number when playing dice games. Children with special educational needs and/or disabilities receive the support they need to learn alongside their peers.

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Early years Needs attention

Children are well cared for. They feel safe and enjoy coming to school. Staff build positive relationships with parents and carers which ensures they play a full and active role in their children’s education.

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

Oasis Academy New Oak is a school that lies at the heart of the community it serves. Pupils describe it as a place which ensures that everyone is included and feels welcome. They understand how the school’s values help them to be kind, curious and to ‘try to be better than yesterday.’

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

Leaders and staff, including those in the specially resourced provision, known as the ‘orchard’, and the special educational needs unit for the deaf, ensure that pupils quickly develop a sense of belonging, which in turn enables them to feel safe and attend well. They take time to get to know pupils’ individual needs and build positive relationships with them. Pupils play an active role in all aspects of school life and make positive progress, both academically and socially, from their starting points. Pupils respond well to the school’s high expectations for their behaviour. They are extremely polite and show high levels of respect to one another and to adults. Staff skilfully adapt their approaches to ensure that pupils who struggle to manage their emotions receive the support they need to remain focused and access their learning. Bullying is rare. If it does occur, pupils know that staff will deal with it quickly. The atmosphere across the school is calm and

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

Pupils are eager to learn and display highly positive attitudes in lessons. Their achievement in national curriculum tests is improving over time. By the end of Year 6, pupils are well prepared for secondary school. However, this is not the case in the early years. Children do not build or extend their learning as well as they should. This hinders the progress they make across the curriculum.

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

Pupils enjoy a range of clubs and activities such as ‘chill zone’, cooking and residentials visits. They are proud of their leadership roles, which include mental health champion and ‘mini SLT’. Pupils say that these roles enable them to set a positive example for others.

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Next steps

Leaders need to ensure that staff in the early years design learning activities that enable children to develop the depth of knowledge they need to be well prepared for the next stage. Leaders need to ensure that staff in the early years consistently maximise the opportunities they have to develop children’s language and vocabulary through high quality interactions. Leaders should ensure that teachers use assessment effectively across all subjects and use this information to inform future learning. Leaders should ensure that pupils consistently develop a depth of knowledge and skills, including handwriting and letter formation, across all curriculum subjects.

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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, deputy and assistant principals, special educational needs and disabilities coordinator and a group of staff. They met with the south west primaries regional director from the trust. The lead inspector also met with the chief

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Team inspectors:

Sarah O'Donnell, Ofsted Inspector Neil Lankester, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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. executive officer, chair of trustees and the national director for primary education. They also held a telephone conversation with the local authority and leaders from a local virtual school.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school has two specially resourced provision for pupils with special educational needs and/or disabilities (SEND). The first is known as ‘the orchard’. This includes provision for 28 pupils. All of whom have an education health and care (EHC) plan and a diagnosis of autism. The second is known as ‘The Deaf Learning Base’. This includes provision for 3 pupils. All of whom have an EHC plan and are deaf or have a hearing impairment.

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What does this mean?

The school does not make use of any alternative provision.

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What does this mean?

The school has undergone significant changes since the last inspection. The number of pupils who attend the specially resourced provision, known as ‘the orchard’, has increased from 14 to 28.

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What does this mean?

Principal: Philip Allan National average: 272

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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 6 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 needs support at the school. National average: 15%

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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average

2024/25 (final) 81% 75% Close to average

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average

2023/24 (final) 72% 74% Close to average

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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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average

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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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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average

2024/25 (final) 71% 74% Close to average

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average

2023/24 (final) 72% 73% 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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mathematics

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

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average

2022/23 (final) 53% 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

2024/25 (final) 72% 63% Close to average

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average

2023/24 (final) 69% 62% Close to average

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average

2022/23 (final) 68% 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

2024/25 (final) 67% 59% Close to average

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average

2023/24 (final) 62% 58% Close to average

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average

2022/23 (final) 58% 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

2024/25 (final) 67% 61% Close to average

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average

2023/24 (final) 69% 59% Close to average

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average

2022/23 (final) 53% 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

2024/25 (3 term) 5.6% 5.2% 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

2024/25 (3 term) 13.0% 13.0% Close to average

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national average

2023/24 (3 term) 18.0% 14.6% 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. 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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