Hayes upbeat despite ‘damning’ Ofsted

David Hayes, OASIS Academy Principal

PRINCIPAL David Hayes believes plans in place to improve Oasis Academy Oldham have saved it from going into special measures.

The Hollins Road academy has just received a damning Ofsted report that has criticised “serious weaknesses” leading to inadequate achievement for its students.

But Mr Hayes, who took up post in April, said: “The inspectors came in expecting to put us into special measures but left at least convinced we were making positive changes.”

“Our new leadership focus is already making a difference. We have created greater understanding of what we are trying to achieve and greater focus which OFSTED has acknowledged.”

Inspectors sat in on 47 lessons over two days in November, and dubbed it “inadequate” in pupil achievement, quality of teaching, and pupil behaviour.

Attainment is low in English, maths and science, progress in GCSE English has declined, behaviour is inadequate, and low-level disruption in a small minority of lessons hampers learning.

They said “too much” teaching was inadequate, and unable to overcome students’ past underachievement or reluctance to get involved in lessons.

Assessment and standards of lesson planning came under fire, and inspectors said the academy’s targets for students were not ambitious enough, and not based on current national expectations.

Vision

On the positive side, the report highlighted the clear vision and strong drive to bring more rapid improvement by its new leader, following a long period of unstable leadership and major change in the organisation.

Oasis Academy opened in September 2010 with 1,217.

The report says leadership and management need improving, but positive steps are underway, thanks to an energetic and highly visible principal who has quickly earned the loyalty and respect of students and staff.

A total of 20 teachers and many support staff left the academy in summer, and 19 teachers, including 10 who were newly qualified, joined at the beginning of the autumn term.

New subject leaders in English and maths started in September.

Inspectors said recent improvements in professional development for staff had begun to effectively support improvements in teaching, and steps were being made to identify weaknesses in teaching and leadership.

The conclusion was that the school requires significant improvement, because it is performing less well than it might reasonably be expected to perform.

It needs to increase good and outstanding teaching, to raise standards, particularly in English, maths and science, and eradicate persistent low-level disruption in lessons.

Teachers must help students improve their self-esteem, confidence in speaking and literacy skills, as well as their understanding of how to learn, especially the boys.

The report recommends eradicating disruption as a way to help reduce temporary exclusions from the academy and from lessons, and to also cut persistent absence.

The role of the academy council needs strengthening so it can critically question the performance of leaders, staff and students, and the impact of specific initiatives.