My Oasis Therapeutic Alternative Provision

What Ofsted said

From the inspection on 10 March 2026

Pupils at My Oasis Therapeutic Alternative Provision arrive having experienced significant disruption to their education and wellbeing. Many have had prolonged periods outside formal education. What distinguishes this provision is the speed and consistency with which staff help pupils to overcome those circumstances. Pupils feel safe, known and valued here. This is evident in the way they conduct themselves, speak about the school and engage with learning. The relationships between staff and pupils are built on trust and mutual respect. Pupils respond to this environment with growing confidence, self-control and resilience. Pupils achieve well from their individual starting points. This includes for disadvantaged and vulnerable pupils and those with special educational needs and/or disabilities (SEND). They benefit from individual curriculum pathways that are highly tailored to their interests and abilities. This helps pupils to value and enjoy their learning where they may have found this difficult in the past. The personal development programme is successful. It equips pupils with practical life skills, an understanding of their own wellbeing and a clear sense of their identity and place in the world. Pupils benefit from the broader experiences that the school makes available to them. Pupils are calm and respectful throughout the school. They attend regularly as staff ensure that any barriers are identified and removed. Bullying is rare and dealt with quickly and effectively should it occur. The high staff-to-pupil ratio reflects leaders’ commitment to meeting pupils' individual needs, such as those set out in their education, health and care plans. Typically, pupils with SEND and those who face barriers to their learning or wellbeing benefit from all that the provision has to offer.

What the school should improve

• The proprietor should ensure that staff make routine use of the curriculum assessment information that the school holds about what pupils know and remember, to help all pupils to build their knowledge securely.
• The proprietor should ensure that the detailed findings from the school's therapeutic assessments are shared more systematically with all staff, so that the precise adjustments needed to support each pupil's learning are understood and applied consistently across the provision.
• The proprietor should ensure that pupils who spend a shorter time at the provision develop an appropriate depth of knowledge of the personal, social, health and economic education curriculum content.

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