Oasis Academy Enfield
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
815
AGES
11 - 18
GENDER
Mixed
TYPE
Academy sponsor led
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
(020) 8379 5501.

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(08/11/2023)
Full Report - All Reports
38%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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Kinetic Crescent
Innova Park
Enfield
EN3 7XH
01992655400

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leadership team have a comprehensive picture of the school’s strengths and weaknesses. Together, you take effective action to address the areas which require attention. Leaders and staff share high expectations for all pupils. You have rightly made raising standards a key focus of the school’s work to ensure that all pupils, including those who are disadvantaged and the most able, are challenged to aim high. This year you have given particular emphasis to English because, in 2017, GCSE English results showed that pupils’ progress was not as strong as that of their peers nationally. Pupils mainly behave well, treat each other and staff with respect, and attend regularly. You have been working hard to improve the behaviour and attendance of pupils who have special educational needs (SEN) and/or disabilities. Improvements in the additional behaviour support available for this group of pupils have led to a reduction in the number of exclusions. Careful monitoring and extra help have also contributed to a decrease in the rate of persistent absence. However, attendance for this group remains below national figures. Those responsible for governance contribute strongly to school improvement. They draw on their wealth of educational experience to provide timely and effective support and challenge. They know the school well through their regular presence on site and correctly identify areas for further development. They are able to secure the required expertise to effect rapid change through the multi-academy structure. You have developed a capable team of middle leaders who play an effective role in driving further improvements. In part, this is because you provide middle leaders with personalised development programmes to improve their leadership skills. Senior and middle leaders meet regularly to check that pupils are learning as well as they should. This ensures that middle leaders are held to account for the impact of their work on raising standards and improving the quality of teaching. Parents and carers express great confidence in the school’s work. The majority of parents who responded to Ofsted’s online survey, Parent View, said that their children were safe and happy in school and were making good progress. Their views are represented by one parent who said: ‘I feel my son has made excellent progress at this school; teachers clearly put in a lot of hard work and dedication.’ Safeguarding is effective. Leaders and governors have ensured that all safeguarding arrangements are fit for purpose. They undertake regular checks to ensure that procedures are continually strengthened, including those related to the appointment of new staff. Records are detailed and of a high quality. Leaders are fully aware of the safeguarding risks that are prevalent in the local area. They are proactive in ensuring that staff and pupils are aware of these issues and know what to do if concerns arise. For example, child protection training covers issues such as gang-related violence. The school responds swiftly when concerns arise and draws on advice from external agencies to ensure that vulnerable pupils receive extra help when they need it. The school has clear systems in place to ensure the safety of pupils, especially the most vulnerable, when they are not on site. Pupils said that they feel safe in school and that everyone gets along well together. They demonstrated respect for each other and their environment. Inspection findings At the start of the inspection, we agreed to focus on the progress and attainment of disadvantaged pupils. GCSE information from previous years indicated that these pupils did not make as much progress as other pupils nationally. Leaders’ use of additional funding to support disadvantaged pupils, who typically account for over half of the school’s population, is well planned and underpinned by an analysis of pupils’ needs. This means that the additional support that pupils receive is targeted at helping them overcome particular barriers to learning. For example, leaders recognised that many pupils had insufficient opportunities to practise their literacy skills and develop their vocabulary outside of school. As a result, leaders put in place a range of additional help to support pupils’ language development. This work has been successful. Internal assessment information for Year 11 disadvantaged pupils suggests a marked improvement in the proportion who are on track to attain both standard and strong passes in English when compared with last year’s cohort. However, leaders recognise that these improvements are not as evident in mathematics, where disadvantaged pupils are not attaining to the best of their abilities. The second focus for the inspection was pupils’ and students’ progress and attainment in English and science in key stage 4 and the sixth form. GCSE and Alevel results in 2017 showed that progress and attainment in these two subjects were below national averages. Leaders have responded quickly to secure the necessary improvements. Leaders and teachers have focused on the development of pupils’ writing skills in English. Assessment arrangements have been improved so that any underachievement can be identified and acted upon quickly. External support from within the multiacademy trust has helped to ensure that assessments are accurate. School information indicates that outcomes for the current Year 11 in English have improved considerably compared with previous cohorts. Leaders are now planning to transfer some of the strategies which have proved successful in English to science. In the sixth form, leaders have ensured that teaching typically stretches students’ knowledge and understanding. In English, action following each assessment is prompt and targeted, ensuring that students address their weaknesses as they arise. Redrafting is a key element of this process. In science, students work with teachers to identify areas that need further attention. This enables them to deepen and strengthen their understanding. As a result, students are making strong progress and standards are rising in English and science. The third area of focus was the progress and attainment of the most able pupils, particularly in English, mathematics and science. Leaders recognise that these pupils are capable of more and have made this a priority in their plans for improvement. You have sought to improve teachers’ use of probing and targeted questions to help pupils to think deeply about what they are learning. Through effective questioning, teachers are able to assess pupils’ understanding. This informs their planning and helps them meet pupils’ needs. These approaches have been successfully applied in English, but leaders recognise that they need to be applied more consistently across the school. Current assessment information for mostable Year 11 students in English shows much stronger progress and attainment, and this can also be seen lower down the school. Year 9 and 10 students are on track to achieve similar outcomes. In science, a new course has been introduced for the most able students in key stage 4. This is intended to provide greater challenge and a stronger platform for sixth-form studies. Internal assessment information suggests that most able pupils are now making stronger progress in science, although in mathematics their attainment is not as strong as it should be given their starting points. Leaders have identified a need to carry out further work to ensure that outcomes for the most able match those achieved in English.

Oasis Academy Enfield Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>38, "disagree"=>19, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>56, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>38, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 13-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>56, "strongly_agree"=>13, "agree"=>19, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>38, "disagree"=>19, "strongly_disagree"=>6, "dont_know"=>19} UNLOCK Figures based on 16 responses up to 13-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>38, "strongly_agree"=>6, "agree"=>31, "disagree"=>13, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>0, "strongly_disagree"=>33, "dont_know"=>67} UNLOCK Figures based on 10 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>63, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>31, "disagree"=>31, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>25, "disagree"=>19, "strongly_disagree"=>19, "dont_know"=>13} UNLOCK Figures based on 16 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>38, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>19} UNLOCK Figures based on 16 responses up to 13-11-2023
Yes No {"yes"=>75, "no"=>25} UNLOCK Figures based on 16 responses up to 13-11-2023

Responses taken from Ofsted Parent View

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