One of Oldham’s biggest primary schools told it ‘requires improvement’ as older pupils ‘struggle to read’

One of Oldham’s biggest primary schools has lost its ‘Outstanding’ rating after Ofsted found that ‘many older pupils struggle to read’.

Staff at Oasis Academy Limeside said they were ‘incredibly disappointed’ at the overall judgement, which they felt was ‘not reflective of the many positive changes’ made by the school’s new leadership team. 

The school was recently inspected for the first time in nine years, after ‘staffing turbulence’ which saw the entire management team replaced two years ago. Oasis was praised for ‘behaviour’ and ‘personal development’ but was told it needed to improve its early years provision, the quality of education and school leadership. 

Principal Lauren Norris said: “I have absolute confidence that we are heading in the right direction despite the grading. 

“We will continue to work closely with our wonderful children and their families placing exceptional education at the heart of our community. Our school is much more than just an Ofsted grading and I am incredibly proud of our brilliant children, parents and staff.”

Speaking to the LDRS, she added: “Our parents and the community have been really supportive saying ‘we’re really sorry, just move on, we can see the huge changes that have taken place’.” 

In the report, inspector Claire Cropper noted that the school, which caters for more than 450 children, was already making changes to address problems with the curriculum. But she felt “pupils are not as well prepared as they should be for the next stages of their education”. 

The report read: “Despite improvements to the reading curriculum, many older pupils struggle to read fluently and accurately.” 

And added: “Teachers and other staff are addressing gaps in these pupils’ reading knowledge quickly. As a result, pupils in key stage 2 are building up their reading knowledge slowly, but steadily.” 

The inspection suggested not enough was being done to support kids with special educational needs and disabilities (SEND). 

But kids at the school said they felt ‘safe and well cared-for’ and were ‘keen’ to ‘contribute to the school community’. 

Cropper wrote: “Pupils celebrate the diversity within the school. They are ready to make a positive contribution to their wider community when they are older.”