Oasis Academy Watermead, located in Sheffield, South Yorkshire, has undergone an ungraded inspection on 19 and 20 September 2023. The school has maintained its overall judgment of outstanding since its last graded inspection in July 2017. However, the evidence gathered during this recent inspection suggests that the school may not achieve the same high rating if a graded inspection were conducted at this time. The principal, Nichola Smith, leads the school, which is part of Oasis Community Learning, overseen by interim chief executive officer John Barneby and a board of trustees chaired by Caroline Taylor. The school has an executive principal, James Pape, who is responsible for this institution and another school.
Pupils at Oasis Academy Watermead express pride in being part of the school community, appreciating the inclusive environment fostered by the leadership. They recognize the efforts of leaders and the trust in making the school a better place, resulting in good academic achievements. The school sets high expectations for behavior, and pupils conduct themselves in a calm and orderly manner, demonstrating politeness and courtesy. Reports of bullying are minimal, with pupils acknowledging that any conflicts are swiftly addressed by staff. The sense of safety among pupils is reinforced by the care and support they receive from staff, a sentiment echoed by parents.
The school emphasizes the importance of character, competence, and community, which are integrated into daily school life. Pupils have access to a variety of extracurricular activities, including sports clubs and leadership roles, which prepare them for active citizenship. The leadership team is committed to providing a high-quality education, with a well-structured and ambitious curriculum tailored to the needs of the pupils. Teachers are well-trained and engage in discussions about the curriculum, ensuring strong subject knowledge.
A consistent lesson structure helps pupils retain their learning, with regular opportunities to revisit prior knowledge. However, there are areas for improvement, particularly in how teachers utilize assessment information to adapt their teaching. Some pupils do not receive the necessary support to deepen their understanding, while others may not be challenged appropriately. The school prioritizes reading, aiming for every pupil to become proficient readers, regardless of their background. Phonics instruction begins early, and additional support is provided to those who need it. Nonetheless, there are concerns regarding the accuracy of phonics assessments in key stage one, which can hinder reading fluency.
The school is also dedicated to supporting pupils with special educational needs and/or disabilities, ensuring they receive timely assistance and access to learning activities. A personal development program focuses on character development and safety awareness, although there is a noted lack of understanding among pupils regarding different religions and cultures, which may leave them unprepared for a diverse society.
Leaders are attentive to staff well-being, fostering an open culture where staff feel involved in decision-making. The trust has mechanisms in place to hold leaders accountable. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school needs to enhance the accuracy of phonics assessments, better utilize assessment information to inform teaching, and expand the curriculum to provide a more comprehensive understanding of various religions and cultures. Overall, while the school demonstrates many strengths, addressing these areas will be crucial for its continued success and the holistic development of its pupils.
