Oasis Academy Lord's Hill in Southampton has been inspected and received an overall effectiveness rating of inadequate. The quality of education, behavior and attitudes, and leadership and management were also rated inadequate, while personal development was deemed to require improvement. The interim principal, Simon Firth, leads the school, which is part of Oasis Community Learning, overseen by CEO John Barneby and a board of trustees chaired by Caroline Taylor.
The inspection revealed that pupils' achievement has been consistently low, with teaching quality varying significantly across classes. Some pupils receive better support and show enthusiasm for learning, while others are disengaged due to weaker teaching. This inconsistency has led to low attendance rates and many pupils leaving without the necessary qualifications for further education or training.
Despite some positive aspects, such as respect among pupils and initiatives promoting diversity, unacceptable behavior is prevalent. The school has struggled to maintain high expectations for pupil conduct, resulting in a culture where disrespect towards staff is common. Some pupils feel unsafe due to the disruptive behavior of a minority, particularly during social times.
Leadership changes have contributed to inconsistencies in policy implementation, and while leaders have identified areas needing improvement, actions taken have been slow and insufficient. Concerns have been raised by staff, parents, and pupils regarding the current educational provision and the impact of leadership instability on staff workload and well-being.
Pupils are not acquiring the essential knowledge and skills needed for their next educational steps. While some subjects, like English and music, have clear learning objectives, others, such as mathematics, lack ambition and clarity, leading to poor performance in GCSE exams. The school has not ensured that all teachers are adequately skilled in delivering the curriculum, resulting in gaps in pupils' understanding.
The approach to developing pupils' reading skills is inconsistent, with some pupils receiving better support than others. Although there are targeted interventions for those struggling with reading, widespread disengagement during reading activities hampers progress. Support for pupils who speak English as an additional language is comprehensive, helping them gain confidence in their language skills.
Behavior issues are common, with disruptive behavior often going unchallenged, affecting the learning environment. Many pupils are disengaged due to poor educational experiences, and attendance has declined, particularly among disadvantaged pupils. The school's efforts to improve attendance have not yet yielded significant results, leading to missed educational opportunities for some pupils.
The school has made strides in promoting personal development, particularly through its identity curriculum in key stage three, which addresses safety and healthy relationships. However, the delivery of this curriculum in key stage four is inconsistent, leaving some pupils unprepared for life in modern Britain.
Careers advice and support are available to all pupils, and the school is working to enhance its offerings by re-establishing work experience opportunities. While there are various clubs available, the school recognizes the need for more extracurricular activities to support pupils' broader development.
The safeguarding arrangements at the school are effective, ensuring that pupils' welfare is prioritized. However, significant improvements are needed in the quality of education, behavior management, and attendance to ensure that all pupils receive the education they deserve.
