The quality of education at a south Bristol primary school is not yet good according to Ofsted. Oasis Academy Connaught, in Knowle West, was inspected on November 26 and 27 and Ofsted found that the quality of education now ‘Requires Improvement’.
The primary school, which includes an early years provision, has 334 pupils on its school roll. The leadership and management, and early years provision, were both rated as ‘Requires Improvement’ by inspectors in addition to the quality of education, whilst the behaviour and attitudes and personal development were judged to be ‘Good’.
Oasis Academy Connaught was described as “an important part of the community” and a “friendly and inclusive school”. Staff at the school greet pupils warmly in the morning and pupils benefit from the kindness shown to them by staff throughout the day. Pupils are happy and enjoy school as a result.
Pupils behave well in lessons and around the school grounds, being trusted to carry out important roles around the school and developing responsibility, including as anti-bullying champions and playtime helpers. Pupils are encouraged to be caring and kind from the moment they start at the school.
Whilst the school has high expectations for all pupils’ achievement, the vision is “not yet realised”. The school has recognised that the way the curriculum is taught requires improving, a positive start has been made to achieve this, but “there is more to do to ensure that the quality of education that pupils receive is good”.
The curriculum
The report said: “The curriculum is well-designed and sets out the essential knowledge that pupils need to learn from nursery to year six. However, the way that the curriculum is taught does not routinely help all pupils to remember what they have been taught or to build on prior learning.
“The school has strengthened support and identification for pupils with special educational needs and/or disabilities (SEND). Pupils’ learning plans are detailed, with precise and measurable targets. However, shortcomings in the curriculum implementation means pupils with SEND do not develop detailed knowledge over time.
“There are some green shoots in a few subjects where the curriculum is taught well, however, not all staff have the expertise to teach the curriculum effectively. The school has not ensured that staff, including those in the early years, have a clear understanding of the aims of the curriculum. In addition, there are not rigorous checks made on how well pupils understand the curriculum and therefore, pupils move on to new learning with misconceptions and gaps in their knowledge.”
The primary school has taken steps to develop a love of reading, starting with pupils in reception, who learn the phonics programme. But the way staff teach the phonics curriculum does not “routinely respond” to the needs of pupils and opportunities to broaden vocabulary and develop pupils’ oracy are missed.
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“Personal development is carefully considered”
The provision for pupils’ personal development is described as “carefully considered and far reaching” and a strength of the school. Mental health support at the school is highly valued by pupils and helps them ready to learn. Pupils also benefit from a range of visits to places of interest and visitors to the school who broaden their cultural awareness.
The report said: “Pupils understand the importance of respect for others. They know about potential dangers when online and in the community. Pupils have an age-appropriate understanding of consent and healthy relationships.
“The work to improve pupils’ attendance is relentless, the school is determined to remove barriers to positive attendance. The school analyses attendance patterns to gain an understanding of the causes of any absence. Although this is not yet shown in historical data, it has made a difference and many more pupils attend regularly.
“The trust has an accurate understanding of the school’s strengths and areas for development. It provides appropriate challenge and support to the school. Its actions have begun to have some positive impact on pupils’ experiences and staff are supportive of the leadership and are proud to be part of the school.”