Ofsted conducted a short inspection of Oasis Academy Brightstowe on 16 October 2018, following its previous judgment of good in January 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under Mr. Joe Docherty, has successfully improved the school’s culture and ethos since his appointment in October 2015. Recognizing concerns about low-level disruption in lessons, significant changes were made to behavior management, leading to a more orderly environment conducive to learning. As a result, pupils are making better progress, with their combined results nearing the national average by the end of Year 11. The stability of staffing has also improved, supported by the multi-academy trust, which provides targeted assistance to staff, enhancing the educational experience for pupils.
Pupils actively participate in various extracurricular activities, which contribute to their preparation for life beyond school. The school has established strong links with local businesses and colleges, ensuring that pupils feel well-prepared for their future endeavors through work experience and presentations from various organizations. The emotional and academic support provided to pupils fosters a sense of safety and well-being, as reflected in positive parental feedback regarding the motivation and engagement of the teaching and pastoral staff.
Engagement with parents is a priority for school leaders, who have created an academy council comprising parents and community members to provide input on local needs. Initiatives such as cooking evenings and informal group settings have improved attendance and behavior, positively impacting pupils' progress. Safeguarding measures are effective, with a culture of personal safety and well-being established for all pupils and staff. The school has robust processes for monitoring safeguarding concerns and collaborates well with various agencies to support pupils and families.
The inspection highlighted areas for improvement, particularly in the teaching of English, where progress had lagged compared to other subjects. Staffing changes in 2016 had unsettled the department, but subsequent curriculum reviews have raised expectations. Pupils are now engaging with more challenging texts, and younger students are receiving regular instruction in grammar, spelling, and punctuation. However, older pupils sometimes lack attention to detail in their writing, and additional support is needed for lower-ability students in Years 10 and 11.
The school has made strides in supporting disadvantaged pupils, with a deputy principal leading initiatives to improve attendance and behavior. Positive outcomes have been achieved, including a reduction in exclusions among disadvantaged pupils, which are now comparable to their peers. However, boys have historically underperformed compared to girls in several subjects, prompting the school to implement a strategic plan to address this issue.
Attendance rates have improved, nearing the national average, although persistent absence remains a concern, particularly among girls and some Year 10 students. The school is utilizing a tracking system to monitor attendance more effectively, allowing for quicker responses to non-attendance. The inspection concluded with recommendations for the school to continue improving English outcomes, embed literacy skills across the curriculum, and further reduce persistent absence rates. The findings will be shared with relevant stakeholders, including the regional director and the multi-academy trust.
