Oasis Academy Skinner Street

Oasis Academy Skinner Street

Address: Skinner Street, Gillingham, Kent, ME7 1LG Unique reference number (URN): 140040

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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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Early years Expected standard

Leaders ensure that children make a positive start to their education in the early years. Staff understand children's needs well and help them to settle quickly. Leaders act quickly to identify any gaps that children have in their development. They plan effective support to ensure that any barriers to achievement and/or wellbeing can be reduced. The curriculum closely reflects the starting points of children. Typically, staff adapt their teaching when they identify that children are not learning as effectively as they could. As a result, children develop skills in reading and writing that prepare them well for their next steps. Leaders are improving the precision of teaching in mathematics to ensure that children make an equally secure start across each area of learning. Typically, children, including those with special educational needs and/or disabilities and those who are disadvantaged, make positive

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Early years Expected standard

progress from their starting points. They are ready to progress to key stage 1.

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Early years Expected standard

Staff build trusted and positive relationships with children. They provide high-quality pastoral care that helps children to thrive. Children align readily to expectations and routines. They are happy, safe and confident. Children collaborate and play fairly with their peers, consistently behaving well.

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Inclusion Expected standard

Leaders know pupils well and understand their needs. They accurately identify any additional barriers to learning and/or wellbeing that pupils may have as soon as they join the school. Leaders ensure that well-matched support is planned and communicated clearly to staff. Leaders regularly review the impact of any support in place, adjusting this where needed. Typically, staff meet the needs of pupils with special educational needs and/or disabilities (SEND) well. Staff are particularly adept at reducing the barriers that some pupils with SEND have to their emotional wellbeing. Leaders are continuing to develop staff expertise to ensure that academic interventions consistently enable pupils with SEND to access learning and achieve well.

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Inclusion Expected standard

Leaders understand the barriers that disadvantaged pupils may face in their local context. They make effective use of pupil premium funding to ensure that disadvantaged pupils are able to participate fully in all aspects of school life. Pupils who are known, or previously known, to social care are well supported. Leaders collaborate proactively with wider professionals, ensuring that the needs of vulnerable pupils are consistently well represented. As a result, leaders are swift to respond to any emerging needs or changes in pupils' circumstances.

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Leadership and governance Expected standard

Leaders, at all levels, understand the school’s strengths and priorities for further improvement. They routinely make decisions that are in the best interests of pupils. Leaders have made a positive impact in the areas of their work that have been prioritised. For example, leaders have established an inclusive culture in which pupils feel a clear sense of belonging and behave well. In other areas of the school's work, leaders recognise there is still further work to do. They are taking appropriate actions to improve attendance and how effectively pupils learn and achieve. It is too early to see the full impact of this work yet.

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Leadership and governance Expected standard

Staff are very proud to work in the school. They recognise how carefully their wellbeing is considered. For example, leaders take proactive steps to ensure that workload is manageable. Staff appreciate the many opportunities they are given to develop their expertise so that they can support pupils effectively in their learning and development. Staff benefit positively from being part of a trust. They collaborate effectively with wider professionals, accessing additional support and expertise where this is needed. Leaders work in positive partnership with parents and carers and the local community.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory responsibilities diligently. They are highly knowledgeable in their roles. Trustees have robust systems in place to test out the school’s work and to challenge leaders appropriately. Trustees provide effective support to leaders, ensuring that they have sufficient capacity to continue improving the school.

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Personal development and wellbeing Expected standard

Leaders have put in place a well-considered programme of learning that supports pupils in their personal development. Pupils learn about relationships and sex education and health education effectively. Pupils know some of the risks they should be aware of online and when they are out in the community. Pupils understand how to look after their personal wellbeing. For example, they understand the importance of healthy eating and know when they should share concerns with a trusted adult. Pupils are proud to celebrate the cultural diversity in their school and wider community. They understand the importance of rules, fairness and tolerance in modern Britain. Leaders adjust pupils' learning in response to emerging risks or changes in pupils' behaviour. For example, where needed, pupils have received additional and well-matched support to deepen their understanding of gender equality.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of opportunities that enrich their learning. Leaders ensure that pupils who may have gaps in their own cultural and social encounters are well supported to broaden their experiences. Leaders have given careful consideration to the outdoor activities available to pupils in social times. Pupils value these daily opportunities to develop themselves physically, creatively and socially. Leaders ensure that all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, can fully participate in the breadth of enrichment opportunities on offer.

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Personal development and wellbeing Expected standard

Pupils feel valued and listened to. They know that their ideas are taken seriously and help to shape their school. Pupils are proud to talk about their achievements and the leadership responsibilities they hold. Pupils recognise how their community actions and attitudes to school can impact their future aspirations. Leaders recognise the additional barriers that some pupils face in their personal circumstances. They provide effective support to ensure pupils' pastoral needs are consistently well met.

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Achievement Needs attention

Pupils, including those who are disadvantaged, sometimes achieve less securely than they should in national tests, notably in mathematics. Typically, pupils have not developed their mathematical knowledge as securely as they need to over time. Where this is the case, pupils are less able to solve problems and apply their knowledge. As a result, pupils are sometimes insufficiently well prepared for the next stage of their education.

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Achievement Needs attention

Pupils' achievement in reading and writing is more secure. Pupils, generally, write accurately and in line with age-related expectations. Pupils are becoming increasingly confident and fluent readers. Pupils who are behind in their reading or writing skills generally catch up as they move through the school. Typically, pupils communicate well. They are keen to share ideas and articulate their learning.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities generally make suitable progress from their starting points.

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Attendance and behaviour Needs attention

The attendance of pupils, including those who are disadvantaged, is not as high as it needs to be. Leaders understand the context of the school well. They recognise the challenges that some pupils face in attending regularly. Leaders have made recent improvements in how they manage attendance. As a result, pupils' barriers to positive attendance are beginning to be more successfully addressed. Leaders recognise that there is further work to do in monitoring the impact of the support they provide so that this can be refined where needed.

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Attendance and behaviour Needs attention

Pupils behave very well in lessons and around the school. Leaders ensure that high expectations are established as soon as pupils join the school. From the early years upwards, children understand and follow routines. Pupils demonstrate consistently positive relationships with staff and their peers. Pupils are very well supported in managing their emotions and behaviour. Leaders ensure that staff have sufficient expertise to understand the causes of poor behaviour. As a result, staff provide highly effective support to pupils with special educational needs and/or disabilities or other barriers to positive engagement. Leaders have a clear oversight of behaviour in the school. They use this information well to pre-empt and swiftly address any emerging trends. As a result, incidents of bullying, aggression or discriminatory behaviour are rare.

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Curriculum and teaching Needs attention

The quality of teaching across the school is variable. Sometimes, staff lack sufficient expertise to develop and deepen pupils' learning, notably in mathematics. At times, teachers do not identify and address pupils' misconceptions in a sufficiently timely or effective manner. Leaders have a clear and accurate understanding of where teaching needs to be further developed. They are taking appropriate steps to improve this through targeted professional learning opportunities. Leaders have designed an ambitious and well-sequenced curriculum. Learning opportunities are well planned to reflect the needs of pupils. Some areas of the curriculum are more securely delivered than others. For example, pupils are generally well supported in the development of their reading and writing skills from the early years upwards. Often, teachers provide opportunities for pupils to revisit previous learning. However, sometimes, teaching

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Curriculum and teaching Needs attention

choices are not as well matched to pupils' starting points as they could be. Where this is the case, pupils are not able to build on their previous learning as well as intended.

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Curriculum and teaching Needs attention

Typically, staff recognise that pupils with special educational needs and/or disabilities (SEND) or other barriers to learning may need different teaching approaches. They provide supportive adaptations to help pupils with SEND learn effectively.

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

Pupils are happy and safe in this welcoming school. Staff develop positive relationships with children as soon as they arrive in Reception Year. Pupils are confident to openly share any concerns they may have. Pupils' needs are understood and well catered for. Staff reduce the various barriers that some pupils face to their learning and/or wellbeing effectively. As a result, pupils are confident and resilient. They participate fully in all aspects of school life. Pupils enjoy a range of trips, visits and experiences that help bring learning to life. Pupils demonstrate respectful attitudes. They are proud of their school and enjoy taking responsibility for improving it further. For example, pupil leaders ensure fair play in lunchtime sports activities. Pupils are kind to each other. They play together harmoniously and behave well consistently. Incidents of bullying are rare and dealt with by staff effectively. Pupils enjoy

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

coming to school, and most attend well. Staff offer helpful support to pupils who attend less regularly than they should. Where this is the case, attendance is beginning to improve.

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

Children make a positive start to their learning in the early years. Generally, pupils develop accuracy and fluency in reading and writing as they move through the school. Pupils' learning experiences in mathematics are, typically, less secure. As a result, pupils are sometimes not as well prepared as they could be for the next stages of their education. Pupils enjoy their wider learning. For example, they are keen to learn about different cultures, religions and traditions. Pupils are proud to celebrate the diversity in their local community. Pupils with special educational needs and/or disabilities (SEND) are supported well in their learning. Typically, pupils with SEND make positive progress from their starting points.

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Next steps

Leaders should ensure that their attendance strategy is having the intended impact, taking swift action where this is not the case. Leaders should ensure that assessment is used effectively to identify and address misconceptions so that pupils achieve positively from their starting points across the curriculum.

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Team inspectors:

Anne Allen, Ofsted Inspector Sara Wakefield, 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 9 September 2026

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School and pupil context

Leaders should ensure that staff have the expertise to develop and deepen pupils’ foundational knowledge so that they can achieve more securely, particularly in mathematics.

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About this inspection

This school is part of Oasis Community 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 the school leadership team, trust leaders, members of staff, groups of pupils and representatives from the board of trustees.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school currently does not use any alternative provision.

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About this inspection

The school has undergone a significant change since the last graded inspection. The current principal took up her post in September 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. National average: 4.1%

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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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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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national average

2022/23 (final) 56% 60% Close to average

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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

2022/23 (final) 73% 73% 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) 73% 72% Close to average

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average

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

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average

2022/23 (final) 76% 71% 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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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

2024/25 (final) 35% 47% Close to average

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average

2022/23 (final) 54% 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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national average

2022/23 (final) 69% 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) 61% 59% Close to average

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average

2023/24 (final) 69% 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

2022/23 (final) 62% 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) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% 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

2023/24 (3 term) 15.0% 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.

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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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