Oasis Academy Sholing, located in Southampton, underwent an inspection on 11 and 12 October 2022, resulting in an overall effectiveness rating of requires improvement. The quality of education was rated as good, while behaviour and attitudes, as well as leadership and management, were rated as requiring improvement. The school has not been previously inspected under section five of the Education Act 2005.
Pupils at Oasis Academy Sholing benefit from a broad and ambitious curriculum that is well-designed and delivered. Leaders maintain high expectations for academic achievement, particularly in Years 10 and 11, where most students engage with English Baccalaureate subjects. Many pupils demonstrate effort and commitment in their studies, supported by strong provisions for mental and emotional health. The school encourages wider development through initiatives like a student parliament, where pupils contribute to significant decisions and support their peers' well-being.
Despite these positive aspects, a notable minority of pupils report feeling unsafe due to bullying, and there are inconsistencies in the application of respect and anti-bullying teachings. Instances of discriminatory language and antisocial behaviour have been observed, particularly outside of lessons. While behaviour in classrooms is generally better, low-level disruptions occur. Leaders have recently raised behaviour expectations, but the impact of these changes is still developing.
The school excels in ensuring secure learning across the curriculum, with teachers implementing clear routines that enhance knowledge retention. Pupils' achievements are bolstered by targeted tasks that reinforce learning. The staff's subject expertise is strong, supported by effective training and collaboration. Additionally, the school prioritizes support for weaker readers, enhancing their reading fluency and accuracy. However, there is room for improvement in matching support to the specific needs of some pupils, including those with special educational needs and disabilities.
The management of pupil behaviour is inconsistent, with some students being out of lessons unnecessarily or arriving late. Concerns about behaviour have been raised by a significant minority of parents and pupils. While leaders have made strides in supporting pupils with challenging behaviour, the rising number of suspensions indicates ongoing issues. Attendance has been affected by the COVID-19 pandemic, and while improvements have been made for frequently absent pupils, some still miss significant portions of their education.
Oasis Academy Sholing provides a range of provisions that prepare pupils for their future, including effective careers guidance that meets the requirements of the Baker Clause. Pupils learn about safety, including online safety, and are educated on the dangers of drugs and alcohol. They also gain an understanding of British values, such as democracy and the rule of law. The school offers various extracurricular activities, although participation rates are not as high as desired.
Leaders' evaluations of the school's effectiveness are not entirely accurate, particularly regarding behaviour, which they view too positively. This contrasts with their well-founded assessments of educational quality. Trustees have a clear oversight of many aspects of the school but lack robust challenge regarding behaviour management. The arrangements for safeguarding are effective, with well-trained staff who respond promptly to concerns and maintain good communication with external agencies.
To improve, the school must address the inconsistent behaviour of pupils, ensuring that high expectations are fully implemented. Attendance issues also need to be tackled to ensure all pupils receive their entitled education. Finally, leaders and trustees must enhance their monitoring of behaviour to facilitate necessary improvements in this critical area.
