Oasis Academy Nunsthorpe, located in Grimsby, North East Lincolnshire, has undergone a recent inspection that highlights its overall effectiveness as good. The inspection took place on the 5th and 6th of October 2021, marking a significant improvement from its previous grade of requires improvement. The quality of education, behavior and attitudes, leadership and management, and early years provision were all rated as good, while personal development received an outstanding rating.
The school environment is described as calm, safe, and harmonious, fostering a sense of pride among pupils and staff. The school promotes a culture of respect, generosity, honesty, and a commitment to learning, which is reflected in the positive behavior of students. Instances of bullying are rare, and when they do occur, staff handle them effectively. The leadership team, along with trust leaders, actively supports pupils in overcoming barriers to learning, particularly in the wake of challenges posed by the COVID-19 pandemic. The extended school day has been implemented to help students recover any lost learning.
Pupils are encouraged to view education as a pathway to making informed life choices. Staff members build positive and nurturing relationships with students, contributing to a supportive learning atmosphere. The school begins each day with a talking breakfast, allowing pupils to enjoy healthy food while checking in with staff, ensuring they are ready for the day's learning.
The early years curriculum is particularly focused on enhancing vocabulary and communication skills, which is crucial for children who often enter the school with additional speech and language needs. The special educational needs coordinator collaborates with staff to create support plans for these pupils, ensuring they receive the necessary assistance.
Reading is prioritized within the school, with pupils demonstrating a strong knowledge of authors and books. Teachers receive ongoing coaching to enhance their subject knowledge, enabling them to teach reading effectively. The school has implemented systems to identify pupils needing extra help, and well-trained teaching assistants provide support to ensure all pupils, including those with special educational needs, become confident readers.
Curriculum plans across subjects such as mathematics, science, and history are well-structured, allowing teachers to build on pupils' prior knowledge. However, there are instances where teachers do not fully utilize assessment systems to ensure pupils are retaining new information. In mathematics, some teachers may lack the subject knowledge necessary to explain concepts clearly, which can hinder pupils' understanding. The mathematics leader has recognized this and is arranging training to address these gaps.
Behavior in the school is well-managed, with clear expectations set by leaders. Pupils learn without distractions, and those who struggle with behavior receive effective support from a behavior support worker. The school places a strong emphasis on personal development, teaching pupils about equality and British values, which fosters respect for diversity.
Leaders provide a variety of cultural experiences, including visits to local museums and historical sites, enriching pupils' understanding of their community. Although extracurricular activities have been paused due to the pandemic, they are popular and well-attended when available. The leadership team is committed to continuous improvement, recognizing strengths and areas for development.
The safeguarding arrangements are effective, with well-trained staff who understand the risks pupils may face. Leaders work closely with external agencies to ensure pupil safety. Overall, while the school has made significant strides in various areas, there are still opportunities for improvement, particularly in ensuring consistent use of assessment systems and enhancing subject knowledge among some teachers.
