Oasis Academy Pinewood

What Ofsted said

From the inspection on 14 July 2026

Pupils enjoy coming to Oasis Academy Pinewood. They are welcomed each morning by staff who know them well and care about them. Warm relationships are at the heart of the school. Pupils feel safe because staff listen to them and act quickly if they have a concern. They say that bullying is rare and that any problems are managed fairly. Pupils understand the school’s expectations and know how the school’s ‘9 Habits’ help them to be kind, respectful and responsible. These values shape everyday life across the school. Pupils behave well in lessons and around the school. They settle quickly to learning and work positively with each other. Classrooms are calm and purposeful. Pupils enjoy answering questions, discussing ideas with their peers and explaining their thinking. They are increasingly confident in using ambitious vocabulary. Children in the early years quickly develop routines, play happily together and benefit from caring staff who help them become confident learners. Pupils study a broad curriculum that helps them build secure knowledge across different subjects. They make effective use of technology to support their learning and develop important digital skills. Reading has a high profile throughout the school. Children develop confidence in reading from an early age and pupils who need extra help receive timely support. Pupils achieve well across a broad range of subjects and are prepared appropriately for the next stage of their education. Pupils with special educational needs and/or disabilities are fully included in school life. Staff identify pupils’ needs carefully and work closely with families and external professionals to provide effective support. Pupils value the many opportunities that help them grow beyond the classroom. They take part in clubs, educational visits, sports, performances and leadership roles. These experiences broaden their interests, strengthen their confidence and help them understand the importance of contributing positively to their community.

What the school should improve

• Leaders should ensure that staff apply the school's inclusive approaches with the same consistency so that all groups of pupils receive the same high-quality support, resulting in barriers to their learning being reduced.
• Leaders should continue to embed the school's phonics programme, building on recent improvements and making sure that all staff have the expertise needed to support pupils with their early reading.
• The school should seek ways to further strengthen engagement with parents and carers by providing regular, structured opportunities for them to share their views.

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