Oasis Academy Temple, located in Cheetham, Manchester, has been inspected and continues to be recognized as a good school. During the inspection on 14 and 15 September 2022, pupils expressed that they feel safe and well cared for by the adults in the school. They trust their teachers to address any concerns they may have. The school has established clear expectations for behavior and academic effort, which most pupils strive to meet, contributing positively to their learning outcomes. The majority of pupils understand and adhere to the school's behavior rules, with only occasional instances of misbehavior that are effectively managed by teachers. Bullying is infrequent, and when it does occur, staff respond promptly and successfully.
Pupils enjoy a variety of extracurricular activities, including after-school clubs that allow them to explore different skills, from sports to crafts. They appreciate the inclusive environment where diversity is celebrated, and everyone is treated equally. The school has developed an ambitious curriculum that encompasses all national curriculum subjects, with a clear structure outlining what pupils should learn and the sequence in which this knowledge should be taught. Leaders have made efforts to connect early years learning with the curriculum for older pupils, ensuring a coherent educational experience.
In most subjects, teachers employ effective assessment methods to monitor pupil progress, frequently checking understanding during lessons and providing support as needed. They utilize their strong subject knowledge to present material clearly, ensuring that pupils with special educational needs and disabilities receive the necessary support to engage with the curriculum successfully. As a result, most pupils demonstrate a solid understanding of the subjects they study.
However, there are a few subjects where pupils do not acquire knowledge as effectively. This is attributed to a lack of careful sequencing in the curriculum and insufficient delivery methods that hinder retention. Leaders are aware of these issues and are working to improve the organization of these subjects to enhance pupil understanding.
In key stage one, most pupils learn to read accurately and fluently, thanks to a well-structured phonics program that transitions into an organized reading curriculum in key stage two. Reading is prioritized, and staff receive training to support this initiative. Early years pupils begin phonics instruction promptly, and teachers are adept at identifying and addressing gaps in knowledge. By year six, most pupils read with comprehension and fluency. Nonetheless, some pupils struggle with reading due to mismatched reading materials that do not align with their phonics knowledge, which affects their fluency.
Pupil behavior is generally good, with minimal disruption to lessons, allowing teachers to deliver the curriculum effectively. Staff manage minor misbehavior efficiently. The school has robust systems in place to identify and support pupils with special educational needs, ensuring they have appropriate access to the curriculum. Leaders also provide enriching activities that promote personal development beyond academics, such as visits to cultural sites and opportunities for leadership roles.
Staff feel supported by leaders, who prioritize their welfare and workload management. The board of trustees is engaged and knowledgeable about the school, holding leaders accountable to ensure pupil achievement. Safeguarding measures are effective, with staff trained to recognize and report concerns, ensuring pupils receive necessary support. Overall, while the school excels in many areas, there are specific subjects and reading support for some pupils that require further attention to enhance the educational experience for all students.
