Where is oasis academy coulsdon

We'd also like to use analytics cookies so we can understand how you use the service and make improvements. Your feedback will help. Download establishment data. All maintained school governing bodies and academy trusts have a legal duty to provide all of the governance information requested on this page in so far as it is available to them. This will increase the transparency of governance arrangements. It will enable schools and the department to identify more quickly and accurately individuals who are involved in governance, and who govern in more than one context.

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Parents are able to claim free school meals if they receive a qualifying benefit. This does not show pupils who actually received free school meals but those who are eligible to receive them. Skip to main content Cookies on Get Information about Schools We use some essential cookies to make this service work.

Accept analytics cookies Reject analytics cookies View cookies. Details Governance Links Location. Skip map Show map. Local authority Croydon Age range Help with age range field Opens a dialog 11 to For example, inspectors found that some top-set English pupils in Year 9 had not chosen challenging texts which matched their ability.

This was hindering their progress. The next area of focus was the progress of disadvantaged pupils. These pupils made progress in line with all pupils nationally by the end of However, they did not make as much progress as other groups at Oasis Academy Coulsdon. Systems are in place for tracking the progress of this group of pupils.

You and your leaders believe this is effective. The attendance and progress of this group has been a priority for the school, and you have been successful in securing improvements. You ensure that initiatives, ranging from literacy support to a breakfast club, are targeted effectively at disadvantaged pupils. The impact of this has been to improve their attendance and punctuality. You are confident that this has had a positive impact on the progress this group has made this year.

However, progress towards closing the attainment gap between these pupils and their peers is still not as fast as you want it to be and, consequently, it remains a whole-school priority. Inspectors saw some very effective teaching-assistant support for pupils in this group.

This ensures that current pupils are accessing the curriculum and it helps them to make good progress. A final area of focus was the variance between subject outcomes in the GCSE results. The school did particularly well in some subject areas, but less so in others. You have focused intensively on ensuring consistently high-quality teaching across all subject areas.

This was another area identified at the last inspection. You have recruited new teachers and encouraged all staff to share best practice. You have reviewed the GCSE options process, so that pupils have greater choice. The introduction of a carousel in Year 7 enables all pupils to gain a foundation in French, German, or Spanish.

Therefore, pupils are acquiring language skills and vocabulary earlier in key stage 3. However, in some lessons this was not consistently the case. Cookies on Find and compare schools in England We use some essential cookies to make this service work. Accept analytics cookies Reject analytics cookies View cookies. You can change your cookie settings at any time Hide this message. Choose a year performance data no data available performance data. Download data opens in modal This file includes the school or college's details such as its address, phone number and gender of entry.

Share this page Twitter. Whats app. Warning data may no longer reflect a school's current performance. More info opens a popup. About these results Click to expand This page shows final opens a popup results for pupils who completed key stage 4 opens a popup in the summer of , except where stated otherwise.

Progress 8 score Open help text for Progress 8 score opens a popup This score shows how much progress pupils at this school made compared to other similar pupils nationally between the end of key stage 2 and the end of key stage 4.

Above average 0. Entering EBacc Open help text for Entering EBacc opens a popup A pupil is considered to have entered for the English Baccalaureate if they entered for qualifications in English, maths, sciences, a language and either history or geography.

View as table. Staying in education or entering employment Open help text for Staying in education or entering employment for at least 2 terms after key stage 4 opens a popup This shows the number of pupils who either stayed in education or went into employment after finishing key stage 4 after year 11, usually aged Attainment 8 score Open help text for Attainment 8 score opens a popup Schools get a score based on how well pupils have performed in up to 8 qualifications.

School Croydon local authority England all state schools Attainment 8 score EBacc average point score Open help text for EBacc average point score opens a popup The EBacc average points score calculates a pupil's average point scores across the 5 pillars of the English Baccalaureate.

School Croydon local authority England all state schools EBacc average point score 4. Results over time. Results by pupil characteristics. EBacc additional measures. Other measures. Pupil destinations leavers. This is usually when there are 5 or fewer pupils or students covered by the measure 29 for apprenticeships measures. We avoid making these figures public to protect individual privacy. We may also suppress data on a case-by-case basis. Further guidance Click to expand Figures in the performance tables will only include those qualifications documented on the list of approved qualifications for the performance tables.

Guidance and supporting documentation on school performance tables: Understanding school and college performance measures opens in a new window Methodology and technical documents opens in a new window Guidance on approved qualifications opens in a new window. School England state-funded schools Overall absence more info Click to expand Percentage of possible mornings or afternoons recorded as an absence from school for whatever reason, whether authorised or unauthorised, across the full academic year.