Oasis Academy Aspinal

Oasis Academy Aspinal

Address: Broadacre Road, Gorton, Manchester, M18 7NY Unique reference number (URN): 140052

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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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Achievement Strong standard

Pupils attain highly across the curriculum and leave the school well prepared for secondary school. By the end of Year 6, attainment in reading, writing and mathematics is typically above national averages. Disadvantaged pupils achieve particularly well, with outcomes that are well above those of disadvantaged pupils nationally. Leaders are working to increase the proportion of pupils who attain the higher standards in writing. Current pupils’ work shows that this is contributing to improved outcomes for pupils.

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Achievement Strong standard

Pupils who join the school mid-year and those who speak English as an additional language settle quickly and attain well. Leaders and staff ensure that pupils develop the language and communication skills they need to access the full curriculum. As a result, these pupils participate confidently and build knowledge successfully across a range of subjects.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities make progress from their starting points because support meets their needs effectively. Leaders prioritise pupils learning the building blocks for future learning. This ensures that pupils are ready for their next steps of learning.

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Attendance and behaviour Strong standard

Leaders give attendance a high priority. They check attendance closely for different groups and act quickly when concerns arise. Staff work tenaciously with families to understand and remove barriers. The free breakfast club and wraparound care help families to get children to school on time. Leaders know the small number of persistently absent pupils well and provide tailored support. As a result, absences are addressed quickly, helping pupils attend regularly and benefit from school life.

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Attendance and behaviour Strong standard

Positive relationships between staff and pupils underpin the school's approach to behaviour. Pupils respond well to staff’s high expectations, and learning is rarely disrupted. Clear routines and consistent approaches help pupils understand what is expected. The school is calm and orderly. Pupils behave well and show positive attitudes to learning. Staff model respect, and pupils follow their example. From an early age, pupils learn to understand and manage their emotions. Staff provide carefully tailored support for pupils who find this difficult, including pupils with special educational needs and/or disabilities. This helps pupils develop self-control and make positive choices. Bullying is rare, and staff deal swiftly with any unkind or discriminatory behaviour. As a result, pupils feel safe, develop a clear sense of belonging and contribute to a positive school culture.

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Curriculum and teaching Strong standard

Leaders are ambitious for all pupils and have designed a well-sequenced curriculum from the early years onwards. They make effective decisions about how technology supports learning and enables pupils to access the full curriculum. Teachers have secure subject knowledge and deliver the curriculum effectively. They help pupils practise, apply and deepen learning. Teachers check learning regularly and use assessment information well to address misconceptions and build knowledge over time. In mathematics, teachers use on-the-spot information to respond quickly when they need extra support.

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Curriculum and teaching Strong standard

Teachers help pupils new to the school or country gain the knowledge they need. Pupils rehearse ideas before writing, which helps those new to English communicate successfully. Pupils with special educational needs and/or disabilities learn the same curriculum as their peers. Consistent approaches across classrooms help pupils learn effectively and contribute to a calm, productive atmosphere.

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Curriculum and teaching Strong standard

Leaders have strengthened early reading. Pupils read books that match the sounds they know, helping them become confident and fluent readers. Those who fall behind their peers receive timely support. Leaders know where improvement is needed. They have identified that handwriting in some classes for younger pupils is less secure and have introduced a new writing programme to help more pupils write at greater depth.

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Early years Strong standard

Leaders have a clear vision for the early years, rooted in a detailed understanding of children's starting points. Many children begin school with communication, language and social development needs. Leaders rightly prioritise these areas. Staff develop children's language at every opportunity. They introduce new words, ask questions and encourage children to explain their thinking. As a result, children quickly become confident learners. They engage well in learning and develop positive relationships.

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Early years Strong standard

The curriculum builds carefully from the Nursery Year into the Reception Year. Leaders give early reading a high priority. Children develop the knowledge and skills they need to become successful readers. Children follow routines well and settle quickly into school life. Staff identify additional needs early and work closely with specialists to provide effective support. Children with special educational needs and/or disabilities and disadvantaged children receive the help they need to achieve well. As a result, children make progress through the curriculum and are well prepared for Year 1.

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Early years Strong standard

Partnerships with parents and carers begin before children start school. Home visits, meetings and stay-and-play sessions help staff understand each family and support children to settle successfully. These early relationships help children feel secure and ready to learn.

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Inclusion Strong standard

Leaders have created a highly inclusive school where every pupil is known, valued and supported to do their best. Leaders know pupils and their needs well. They act quickly when extra help is needed. Leaders work closely with families and professional services to make sure that pupils receive the right support at the right time. The support put in place helps pupils, including those with special educational needs and/or disabilities (SEND), to feel that they belong and can thrive. Leaders have high expectations for all pupils. Staff receive training to adapt lessons effectively. This helps pupils with SEND to learn alongside their peers and take a full part in school life. As a result, pupils with SEND develop confidence, independence and resilience.

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Inclusion Strong standard

Leaders understand the challenges that some pupils may face. Staff listen carefully to pupils and value their views. Staff provide effective support to help pupils manage any personal or emotional difficulties they may face. Leaders review academic and wellbeing support regularly and make changes when needed. They use pupil premium funding to provide enriching experiences for disadvantaged pupils. As a result, disadvantaged pupils are fully included and attain well.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the school and its community. They know pupils and families well and use this knowledge to set the right priorities. Leaders have secured sustained improvements despite the challenges associated with disadvantage, mobility and pupils' varying needs. They evaluate the school's work accurately and take effective action when improvement is needed. Recent work to strengthen writing reflects leaders' commitment to continual improvement. As a result, published outcomes remain above those of pupils nationally, and disadvantaged pupils attain particularly highly.

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Leadership and governance Strong standard

Those responsible for governance know the school well and fulfil their statutory duties. They provide effective support and challenge. Leaders draw on expertise from the trust and other partners. This helps sustain effective practice and improve outcomes for pupils.

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Leadership and governance Strong standard

Leaders model high expectations and professionalism. They consider staff workload and wellbeing carefully. Staff feel valued and involved in the school's development. Professional learning is designed carefully and matched to the school's priorities. Staff value the opportunities they receive to reflect on and improve their practice. Leaders and staff work with other schools and organisations to share expertise and continue improving their work.

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Leadership and governance Strong standard

Leaders work closely with families and the wider community. They go to great lengths to support families facing hardship so that pupils can attend and take a full part in school life. Most parents and carers value the support the school provides. As a result, barriers to learning are reduced, and pupils are well placed to succeed both academically and personally.

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Personal development and wellbeing Strong standard

Pupils benefit from a carefully planned personal development programme that reflects the needs of the community. They learn about managing feelings, healthy lifestyles and money. Nine shared habits, including patience and perseverance, run through school life. Pupils apply these habits in their learning and relationships. They work well with others, overcome challenges and become responsible citizens.

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Personal development and wellbeing Strong standard

Pupils learn about healthy relationships. They know how to keep themselves safe through a well-established relationship, sex and health education programme. Leaders have reviewed and strengthened this programme to reflect the needs of pupils and the school community. Pupils demonstrate a clear understanding of consent, personal boundaries and how to stay safe online.

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Personal development and wellbeing Strong standard

Pupils understand fundamental British values. They give thoughtful examples from their own lives. They show deep respect for the many cultures and languages represented in the school. Pupils understand the importance of fairness and equality. They explain why tolerance and rules matter in a diverse community. Pupils are thoughtful, well informed and confident to challenge inequality and injustice. As a result, they are well prepared for life in modern Britain.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of clubs, visits and experiences that broaden their horizons. Leaders work hard to ensure that all pupils can take part. They track participation carefully and provide additional support where needed. As a result, pupils who might otherwise miss out take a full part in the wider life of the school and develop confidence and positive relationships. Opportunities such as leadership roles, careers activities and the Year 6 residential visit raise aspirations and prepare pupils well for their next stage of education.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective and helps pupils manage worries and build confidence. Pupils reflect on their wellbeing and use strategies to manage their emotions and build resilience. As a result, pupils know where to seek help and trust staff to support them.

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

Pupils are proud to be part of this friendly and diverse school. They value the many cultures and languages in the school community. New pupils settle quickly and make new friends. Children in the Nursery and Reception classes get off to a positive start. They enjoy learning and playing together. The school has created a culture where everyone is valued and treated with respect.

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

Pupils enjoy learning. They listen well, join in and try their best. They use what they already know to help them learn new things. Older pupils talk confidently about their learning and explain why it matters. Pupils achieve well across the curriculum and build their knowledge successfully over time. Staff know pupils well and provide support when pupils need extra help. Pupils with special educational needs and/or disabilities and those who are disadvantaged study the same ambitious curriculum as their classmates. They take a full part in school life and, alongside their peers, are ready for the next stage of education.

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

Pupils behave well in lessons and around the school. They play happily together and show kindness to others. This creates a calm and positive atmosphere across the school. Staff deal with concerns, such as bullying, quickly and effectively. Pupils feel safe. They know how to stay safe, including online. Most pupils attend school regularly.

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

Pupils enjoy a wide range of clubs, visits and the Year 6 residential trip. The school helps pupils take part when families might find this difficult. Pupils take on roles such as wellbeing leaders and physical health ambassadors. They help to improve school life and support other pupils. Pupils have high hopes for their future and value the opportunities that school provides.

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Lead inspector:

Dianne Holcroft, His Majesty's 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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Next steps

Leaders should continue to strengthen the teaching of writing so that a higher proportion of pupils, including the most able, achieve the higher standards by the end of key stage 2. Leaders should continue to reduce persistent absence so that more pupils attend regularly and benefit fully from the curriculum and wider opportunities that the school provides.

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About this inspection

This school is part of The Oasis Academy 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

This inspection took place on 22 and 23 September 2026.

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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 leaders, staff, parents and pupils. They met representatives of the trust and local authority during the inspection.

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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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About this inspection

Principal: Angela Sweeting The inspector(s) used this data during the full inspection on 22 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.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 76% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 79% 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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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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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 15.9% 13.0% Close to average

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national average

2023/24 (3 term) 13.7% 14.6% Close to average

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national average

2022/23 (3 term) 15.7% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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