Oasis Academy Arena, located in South Norwood, London, underwent an inspection on November 1 and 2, 2023. The overall effectiveness of the school was rated as requiring improvement, which reflects ongoing challenges in various areas of its educational provision. The quality of education was also assessed as requiring improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management were similarly found to require improvement, indicating that while there are positive aspects, significant work remains to be done.
The principal, Jeanette Bell, leads the school, which is part of Oasis Community Learning. This multi-academy trust provides additional oversight and support, with John Barneby serving as the interim chief executive officer and Caroline Taylor as the chair of the board of trustees. The inspection highlighted that pupils and their families have noticed improvements in their experiences at the school, with leaders implementing consistent expectations and routines that have positively impacted pupil behaviour and engagement in lessons.
Despite these improvements, the curriculum, while ambitious and secure, is not being taught consistently in a way that ensures effective learning for all pupils. The pace of lessons can sometimes be too rapid, leading to gaps in understanding key concepts. Teaching routines are not yet firmly established, which affects the learning opportunities available to pupils. The school has a strong focus on pupil well-being and mental health, providing guidance on safety and future educational or employment pathways. Participation in clubs and activities is encouraged, including for pupils with special educational needs and disabilities.
The curriculum is designed to build on prior learning, and resources from the trust have been utilized to enhance curriculum development. Teachers are knowledgeable and receive ongoing training, yet the transfer of reading support to other subjects is inconsistent. While leaders assess reading abilities upon entry to the school and provide necessary support, this does not always extend effectively across the curriculum.
Classroom experiences vary significantly, with some lessons effectively checking for understanding while others do not address misconceptions, leading to gaps in knowledge. Attendance strategies are in place, and the school collaborates with external agencies to address attendance issues. Behaviour management systems are well understood by pupils, contributing to a positive learning environment. However, there are instances where pupils disengage from learning activities without intervention.
The school offers a range of extracurricular activities that cater to various interests, fostering a caring environment for all pupils. The personal development curriculum promotes character development through the introduction of key traits. The school has made strides in ensuring that pupils transition to meaningful opportunities after their time at the academy, with a careers development programme in place.
Trustees understand their roles, but oversight systems for key areas of the school's work need strengthening to ensure leaders are held accountable. Safeguarding arrangements are generally effective, but there are gaps in statutory reporting requirements, particularly concerning pupils missing from education. The school must enhance its safeguarding processes and ensure that oversight systems are robust.
To improve, the school needs to address the inconsistencies in safeguarding oversight, ensure that misconceptions in lessons are promptly identified and addressed, and implement effective strategies to support weaker readers across all subjects. By focusing on these areas, Oasis Academy Arena can work towards providing a more effective educational experience for all its pupils.
