Oasis Academy Leesbrook

What Ofsted said

From the inspection on 17 January 2023

Pupils are very proud of the diverse nature of their school community. They enjoy the opportunities that leaders provide to celebrate this diversity, such as the school's culture day. Pupils appreciate the different ways that staff encourage them to be respectful and to treat everyone equally. Most pupils feel happy and safe in school. They develop a sense of belonging by spending time in their school family groups, for example during family dining. Pupils have trusted adults that they can talk to about any concerns. Any incidents of bullying are dealt with well by leaders. Leaders have high expectations of pupils' behaviour. There are clear routines that support pupils to meet these expectations. Most pupils value the positive difference that these routines make to the learning environment in school. Leaders are highly ambitious for all pupils to achieve well and pupils meet this ambition. A very high proportion of pupils follow the English Baccalaureate, for example all of the current Year 11 are studying the full suite of subjects. Pupils have numerous opportunities to take on meaningful leadership roles, for example by joining the student leadership team or training as a student librarian. Most pupils participate in at least two extra-curricular activities each week, chosen from the extensive range on offer to them.

What the school should improve

• Some teachers do not have a sufficient understanding of how well pupils develop their knowledge of the curriculum over time. As a result, some pupils develop gaps in their learning without teachers knowing. This makes it difficult for teachers to address these gaps. Leaders should ensure that their assessment strategies are well matched to the intent of the curriculum, so that teachers identify with accuracy where pupils need to revisit previous learning.
• Leaders have not ensured that the processes for identifying and reviewing the needs of pupils with SEND are sufficiently rigorous. This means that a few pupils with SEND are not provided with the right support at the right time. Leaders should ensure that they have a consistently robust approach to early identification of SEND needs and that pupils receive the precise support that they need in a timely way.

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