Ofsted conducted a monitoring inspection of Oasis Academy Isle of Sheppey on July 18, 2023, following its designation as requiring special measures after a graded inspection in June 2022. The inspection involved discussions with senior leaders, trustees, and staff, as well as classroom observations and reviews of student work and behavior. The findings indicate that the school remains inadequate and still requires special measures, although some progress has been made.
Since the last inspection in March 2023, the school has seen significant staff changes, with 16 new staff members joining and 26 leaving. Despite these changes, the Department for Education is still looking for a new multi-academy trust to sponsor the school. Leaders have made efforts to raise expectations for student learning and achievement, implementing a structured curriculum that outlines what is taught and when. In subjects where teachers demonstrate strong subject knowledge and effective teaching strategies, students show improved understanding and knowledge acquisition, particularly in the sixth form. However, these improvements are not yet consistent across the school, and many students continue to struggle with articulating their learning and connecting it to prior knowledge. Attendance issues have contributed to gaps in students' knowledge, and teachers are not systematically identifying these gaps in their assessments.
The provision for students with special educational needs and disabilities is inconsistent. While some students with SEND learn alongside their peers, staff often lack sufficient knowledge of individual needs, leading to inadequate support in lessons. Alternative provisions within the school do not fully meet the needs of these students, and additional support for weaker readers is improving but still requires more precision.
The school is making strides in supporting students' personal development, which is positively impacting the school culture. Most students feel respected and safe, with a decrease in bullying incidents. However, there is still work to be done in this area. The school has implemented workshops to help students deal with personal challenges and is improving career guidance and extracurricular activities.
Efforts to improve student behavior have shown some success, with a reduction in low-level disruptions during lessons. However, issues remain, particularly with a minority of students who continue to disrupt classes and truant. While overall compliance in lessons has improved, many students still lack positive attitudes toward learning. Staff are receiving better support for managing behavior, and there is a growing recognition among students of the changes being implemented.
Attendance remains a significant concern, with high absence rates affecting students' education. The school has focused on reducing absence by increasing staff support and introducing an attendance advocate system. Although overall attendance has only marginally improved, the number of persistently absent students is decreasing. The school plans to expand these strategies to a broader range of students in the upcoming academic year.
Confidence among parents and staff is gradually increasing, with many staff members feeling well-supported and proud to work at the school. Feedback mechanisms for parents are being utilized effectively, although some concerns about student behavior and individual needs persist. Overall, there is a growing sense of optimism regarding the school's improvement efforts.
Trustees and trust leaders have a realistic understanding of the school's effectiveness and current priorities, including the urgent need to improve attendance. They continue to invest in the school, focusing on leadership capacity and staff retention. Training for teachers is aligned with the school's development goals, but there is a need for this training to translate into improved student experiences and learning outcomes.
