Oasis Academy Daventry Road

Oasis Academy Daventry Road

Address: Daventry Road, Bristol, BS4 1DQ Unique reference number (URN): 149783

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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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Personal development and wellbeing Expected standard

The school provides a comprehensive and appropriate personal development programme. Throughout the entire curriculum, pupils have experiences that enhance their moral, cultural and social development. For instance, they consider important questions about identity through the books they read in English. In history, pupils learn about the contributions made by people from diverse backgrounds to British society and global advances. As a result, pupils develop tolerant attitudes to difference and understand why it is important to treat everyone with respect. They also understand other fundamental British values, such as the importance of democracy.

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Personal development and wellbeing Expected standard

A range of extra-curricular activities develop pupils' talents and interests, including in sport, music, art and cookery. Pupils are proud of the roles they play in the school production, both on stage and behind the scenes. Disadvantaged pupils are well supported to access the full range of trips and experiences. The pastoral support that staff provide is effective in helping pupils, who experience difficulties, including those linked to poor mental health.

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Personal development and wellbeing Expected standard

The personal, social, health and economic curriculum helps pupils to understand life beyond school. Pupils develop a secure understanding of consent and how to stay safe. Pupils know what it means to be in a healthy relationship, including how to maintain positive friendships.

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Personal development and wellbeing Expected standard

The careers programme supports pupils to consider their next steps after school. Pupils learn about different job roles and apprenticeships, for example. Pupils visit universities, which help to raise their aspirations for their futures.

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Personal development and wellbeing Expected standard

Leaders have ensured that all pupils, including those who are not in school often enough or who attend alternative provision, gain access to a wide, rich set of experiences that enhance their lives. They reduce the barriers that prevent pupils with special educational needs and/or disabilities and those who are disadvantaged from taking part. As a result, most pupils benefit from the wider personal development that the school offers.

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Achievement Needs attention

Pupils do not achieve well enough. The gaps they have in reading, writing and mathematics, when they arrive at the school, persist for too long. While these gaps are beginning to close, previous weaknesses in the curriculum and in teaching mean that some pupils also have gaps in their knowledge across all subjects. Pupils' low attendance means that some continue to miss important learning. These issues also prevent disadvantaged pupils and those with special educational needs and/or disabilities from achieving well.

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Achievement Needs attention

However, improvements in the curriculum and teaching are beginning to have an impact on current pupils. Leaders and staff have increased their aspirations for what pupils can achieve. This can be seen in the high-quality work that pupils complete in some lessons and the way that they can talk confidently about their recent learning.

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Attendance and behaviour Needs attention

Pupils' attendance is persistently lower than what is typical nationally. The proportion of pupils who are frequently absent from school is too high. Leaders use their overview of patterns of attendance to inform their work with pupils and their families. All staff understand their roles in promoting good attendance. Pupils appreciate the rewards they gain for attending well. Combined, these strategies are beginning to reduce the barriers to regular attendance that some pupils experience. As a result, the rates of attendance have begun to improve, overall, particularly for pupils with special educational needs and/or disabilities.

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Attendance and behaviour Needs attention

The school has raised expectations of pupils’ behaviour and has provided support for those who struggle to meet these. Many pupils show positive attitudes to learning, move around the school sensibly and get to lessons on time. However, it is still the case that some pupils' poor behaviour causes disruption for their peers. Overall, staff consistently follow agreed school systems for managing behaviour. Most pupils understand how they are expected to behave and why this matters. They feel that the school is now a much calmer place, where they can usually focus on their learning. Fewer pupils now miss learning as a result of being suspended or removed from lessons. When incidents of bullying occur, staff act quickly to resolve them.

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Curriculum and teaching Needs attention

While leaders and staff have rightly raised their ambitions for what pupils can achieve, the curriculum is not taught consistently well. Teachers have the required subject knowledge but, at times, their choice of lesson activities and their explanations do not help pupils to learn successfully. In some year groups, teaching does not take into account the significant gaps that some pupils have in their subject knowledge, vocabulary, reading, handwriting and mathematics. This means that pupils lack the prior knowledge they need to make progress through the curriculum. Additionally, some teachers do not routinely take into account the adaptations to teaching that pupils with special educational needs and/or disabilities need to help them learn.

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Curriculum and teaching Needs attention

Leaders are aware of the strengths and areas for improvement within the curriculum and in the quality with which it is taught. They have begun to make the changes that are most urgent. For example, the curriculum for Year 9 has been designed to close the gaps that exist in pupils' knowledge to better prepare them for the demands of key stage 4. Staff use newly established classroom routines to help pupils to recall what they have learned before and build their knowledge incrementally. Typically, teachers check pupils’ recent learning in a timely manner and correct misconceptions promptly.

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Inclusion Needs attention

Leaders typically identify pupils with special educational needs and/or disabilities accurately. They have begun to put in place strategies to reduce the barriers to learning that some pupils face. However, this work is not well embedded, so is not consistently effective in providing the support that pupils need. Therefore, some pupils do not learn as successfully as they should as they continue to face barriers to learning and their ability to flourish.

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Inclusion Needs attention

Pupils known to social care typically receive support that has a positive effect on their time at school. Leaders have identified suitable ways to use the additional funding they get to support disadvantaged pupils. However, some of these strategies have been newly implemented so it is too early to see the impact on pupils’ experiences.

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Inclusion Needs attention

Leaders use alternative provision appropriately and in pupils' best interests. Leaders work closely with these providers to ensure that pupils receive the support that they need. The development of school-based alternative provision is helping to build a stronger sense of belonging for pupils with the most significant barriers to their learning or wellbeing.

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Leadership and governance Needs attention

Since the school opened, it has faced significant turbulence and challenge. It has been unable to move into the intended school building and so is located outside the community that it serves and in temporary buildings that do not offer all the facilities that a secondary school would typically provide. There have also been several changes in leadership, which have led to a lack of consistency for staff and pupils. Over time, weaknesses in areas of the school's work, such as the quality of the curriculum and teaching, have not been acted upon quickly enough. These weaknesses have persisted for too long and continue to have a negative impact on what pupils can achieve. However, current leaders have a thorough knowledge of the school's strengths and areas for improvement. They have taken rapid and well-considered actions that have begun to bring about positive change.

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Leadership and governance Needs attention

Leaders are supportive of staff and consider their workload and wellbeing, while also driving improvement. Staff understand why changes have been made and what they are working towards because leaders have shared their vision with clarity and moral purpose. The professional learning programme specifically targets areas where improvement is needed in order to build staff expertise. This is having a positive impact on the quality of provision for pupils.

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Leadership and governance Needs attention

Although trustees and leaders within the trust provide support, this has not always resulted in prompt enough improvement. Trustees are highly knowledgeable about their roles. They understand the extensive challenges faced by the school, but also hold leaders to account in the best interests of pupils.

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Leadership and governance Needs attention

Leaders are committed to reducing barriers to pupils' learning and wellbeing. They make decisions that are in the best interests of pupils, particularly those who are disadvantaged and those with special educational needs and/or disabilities.

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

Pupils who attend school regularly feel welcome and included. They form positive relationships with their peers and with staff. They have trusted adults, who they know will support them if they face difficulties. Pupils say that the school is an inclusive place, where people from different backgrounds are treated with respect. A range of opportunities and experiences support pupils' wider development, beyond the subjects that they learn. For instance, pupils have opportunities to visit local universities and take part in clubs. However, too many pupils do not attend well enough, which means that they do not benefit from all that the school has to offer.

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

Many pupils have risen to meet the raised expectations that staff have of their behaviour and learning. They generally appreciate and follow learning routines because staff help them to understand how these help them to build their knowledge and skills. However, some pupils' attitudes are variable. At times, there is disruption to learning and refusal from some pupils to attend lessons or complete work. Furthermore, pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, have gaps in their knowledge. Leaders have begun to take suitable action to close these gaps, but they have persisted for too long for many pupils.

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

The school works with pupils proactively to reduce barriers to wellbeing. For instance, a recent focus on celebrating and rewarding success means many pupils feel good about their efforts and achievements. The newly established in-school alternative provision is making a tangible difference to the lives of the pupils who spend time there. Pupils with the most significant SEND or those who have social care involvement, typically get additional support to reduce barriers to their learning or wellbeing. However, too many pupils do not get precise enough support to have a positive impact on their learning.

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

Pupils feel safe at school. They have trusted adults who they can go to if they are experiencing any difficulties. Pupils have confidence that these adults will help them. Pupils say that bullying is rare but, if it were to occur, they are confident that it would be dealt with promptly by school staff and, therefore, not persist.

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Next steps

Leaders should ensure that the support provided for pupils with special educational needs and/or disabilities helps them to achieve well. Leaders must continue to improve the quality of teaching so that pedagogical choices effectively support pupils to make progress from their starting points. Leaders should ensure that teachers have the expertise they need to quickly close any gaps that pupils have in their basic reading, handwriting and mathematics knowledge and skills to provide a firm foundation for future learning. Leaders should continue to provide effective support to improve the behaviour and attendance of pupils, including those with special educational needs and/or disabilities or who are disadvantaged. The trust must continue to support leaders so that the recent rapid improvement across all areas of the school’s work is sustained over time.

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Lead inspector:

Sarah Favager-Dalton, His Majesty's Inspector

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Team inspectors:

Andrew Lovett, Ofsted Inspector Rob Finch, Ofsted Inspector

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About this inspection

This school is part of Oasis Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, 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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior and middle leaders, trustees, staff from the multi-academy trust and a selection of school staff and pupils during the inspection. They also considered the views of parents, pupils and staff who responded to the Ofsted surveys, issued at the time of the inspection. Inspectors visited lessons and viewed pupils' work. An inspector contacted a representative of the virtual school and most of the alternative provisions that the school uses.

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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 has a significant proportion of pupils with education, health and care plans for a wide range of needs. The school makes use of 11 alternative provisions, including 9 that are unregistered.

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About this inspection

Since opening in September 2023, the school has experienced significant challenges and several leadership changes. It has been unable to move into the intended school building and so is located outside of the community that it serves and in temporary buildings, which do not offer all the facilities that a secondary school typically has. The school expects to move into its permanent building in September 2026.

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About this inspection

Principal : Danny McGilloway 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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About this inspection

The inspector(s) used this data during the full inspection on 16 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.

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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.

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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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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. 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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