Oasis Academy Aspinal, located in Gorton, Manchester, was inspected on 19 and 20 July 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across various aspects including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school has maintained this good rating since its previous inspection in April 2017.
Pupils at Oasis Academy Aspinal arrive eager to learn, expressing that teachers make lessons enjoyable. They take pride in being part of the school community. Leaders set high expectations for all students, including those with special educational needs and disabilities. The school provides necessary support for pupils who need to catch up, particularly those learning English as an additional language. Most pupils, including those in early years, acquire new knowledge and skills effectively.
Students report feeling happy and safe at school, noting the ease of making friends and the confidence that their concerns will be addressed by staff. The school has effective measures in place to tackle bullying. Many pupils engage in leadership roles, contributing positively to the school and local community. They appreciate the variety of extracurricular activities available.
Teachers expect good behaviour from all pupils, and most students engage well in lessons. Respect and courtesy are evident among pupils, who also play harmoniously during breaks. The leadership team, including governors and trustees, closely monitors the quality of education, ensuring the curriculum is ambitious and meets the learning needs of pupils. The curriculum in key stages one and two aligns with national standards and builds on the foundations laid in early years.
Teachers receive ongoing training to enhance their subject knowledge and effectively deliver the curriculum. They help pupils make connections between different subjects. Regular assessments allow teachers to check pupils' understanding, although some teachers occasionally miss identifying misconceptions, leading to gaps in knowledge for a few students. Despite this, pupils generally achieve well and are prepared for their next educational stages.
The school prioritizes reading, with all staff trained to deliver a phonics program. Children begin learning sounds in nursery, and support is provided for those falling behind. A love of reading is fostered, with older pupils discussing various authors and enjoying reading competitions. However, some younger pupils occasionally struggle with books that do not align closely with their phonics knowledge, affecting their reading fluency.
Pupils generally display positive attitudes towards learning, and teachers are quick to re-engage those who drift off task. The school offers a wide range of personal development opportunities, preparing pupils for life in modern Britain by teaching respect for diverse beliefs. Pupils participate in various clubs, and leaders aim to increase participation in extracurricular activities for disadvantaged pupils and those with SEND.
Parents and carers express satisfaction with the education their children receive, and staff appreciate the attention given to their workload and well-being. The safeguarding arrangements are effective, with leaders taking their responsibilities seriously and working closely with families. Staff receive up-to-date training, and pupils learn how to stay safe, including online safety.
To improve, the school needs to ensure that the books provided to some pupils closely match their phonics knowledge to prevent reading difficulties. Additionally, all teachers should consistently check for understanding to avoid misconceptions and knowledge gaps among pupils.
