Oasis Academy Brislington

What Ofsted said

From the inspection on 20 January 2026

Most pupils typically achieve well here. Teaching enables pupils to learn effectively from a broad and ambitious curriculum. Most of the time, staff are adept at identifying and removing barriers to learning the pupils may face. Teachers have a secure understanding of the individual needs of the pupils in their classes. The majority of pupils who need the most support benefit from the specially resourced provision for pupils with special educational needs and/or disabilities within the school. The school is deeply committed to developing pupils' understanding of themselves and the wider world. The 'fundamental skills' curriculum teaches pupils about a wide range of topics and offers them opportunities to discuss and debate ideas. In addition, there is a wide range of clubs and trips on offer, including an annual performing arts show, many sports clubs, the Combined Cadet Force and the Duke of Edinburgh's Award. Many pupils participate in these, including those who are disadvantaged. This has a positive impact on these pupils. However, too many disadvantaged pupils do not attend school regularly enough and some pupils do not meet leaders' expectations of their behaviour. These pupils do not feel the sense of belonging that staff work hard to create, and do not have positive attitudes towards school. This contributes to a negative perception in some pupils of how behaviour is managed. Pupils feel safe at school and are confident that incidents of bullying will be dealt with effectively by staff. Typically, pupils are well prepared for life beyond school and have plenty of opportunities to contribute positively to their school community, for example as student leaders or as part of a sports team.

What the school should improve

• Leaders must ensure that all staff have and model high expectations of behaviour and apply the behaviour policy consistently and fairly, particularly in unstructured times. • Leaders must further reduce the persistent absence of disadvantaged pupils to ensure they benefit from the personal development curriculum and achieve better academic outcomes. • Leaders must strengthen their relationships with some parents by ensuring they communicate positively and proactively, supporting their efforts to ensure all pupils feel a sense of belonging.

Read the full Ofsted report (opens in a new tab)