Oasis Academy Daventry Road

Oasis Academy Daventry Road is a small secondary school that opened in 2023 and is part of Oasis Learning Trust. It has faced significant turbulence: it remains in temporary buildings outside the community it serves, has had several leadership changes, and serves a pupil population with high proportions of disadvantaged pupils and pupils with special educational needs and/or disabilities. Safeguarding standards are met, and personal development is a clear strength, with a broad programme, extracurricular opportunities, careers guidance and effective pastoral support. However, pupils do not achieve well enough. Gaps in reading, writing and mathematics persist, attendance is persistently low, and the quality of curriculum and teaching is inconsistent, including adaptation for pupils with SEND. Behaviour has improved and pupils generally feel safe, but some disruption and refusal remain. Current leaders understand the school’s weaknesses and have taken rapid, well-considered action, and improvements are beginning to show; these now need to be sustained, with continued trust support.

Strengths

• Safeguarding standards are met and pupils feel safe at school.
• Personal development provision is comprehensive and appropriate.
• Pupils develop tolerance, respect and understanding of fundamental British values.
• A wide range of extracurricular activities develops pupils’ talents and interests.
• Disadvantaged pupils are well supported to access trips and experiences.
• Pastoral support is effective for pupils facing difficulties, including mental health challenges.
• The PSHE curriculum helps pupils understand consent, safety and healthy relationships.
• The careers programme raises aspirations through university visits and information about apprenticeships.
• Leaders ensure pupils, including those in alternative provision, access a rich set of experiences.
• Improvements in curriculum and teaching are beginning to have an impact on current pupils.
• Leaders and staff have raised aspirations for what pupils can achieve.
• Some pupils produce high-quality work and talk confidently about their learning.
• Attendance strategies are beginning to improve rates, particularly for pupils with SEND.
• Behaviour expectations have been raised and staff consistently follow agreed systems.
• Many pupils show positive attitudes, move sensibly and arrive on time to lessons.
• Pupils feel the school is calmer and bullying is dealt with promptly when it occurs.
• Current leaders have a thorough knowledge of strengths and areas for improvement.
• Leaders have taken rapid and well-considered actions to bring about positive change.
• Staff workload and wellbeing are considered while improvement is driven.
• Professional learning is targeted to build staff expertise in areas needing improvement.
• Trustees are knowledgeable and hold leaders to account in pupils’ best interests.
• The school is inclusive, welcoming and built on positive relationships and trusted adults.
• School-based alternative provision is helping pupils with significant barriers feel a stronger sense of belonging.

Areas for Improvement

• Pupils do not achieve well enough across the school.
• Gaps in reading, writing and mathematics when pupils arrive persist for too long.
• Some pupils have gaps in knowledge across all subjects because of previous curriculum and teaching weaknesses.
• Low attendance means some pupils continue to miss important learning.
• Persistent absence is far above the national average.
• Disadvantaged pupils and pupils with SEND are not achieving well enough.
• The curriculum is not taught consistently well.
• Some lesson activities and explanations do not help pupils learn successfully.
• Teaching does not always account for significant gaps in knowledge, vocabulary, reading, handwriting and mathematics.
• Some teachers do not routinely adapt teaching for pupils with SEND.
• Inclusion strategies are not well embedded and are not consistently effective.
• Some pupils do not receive precise enough support to overcome barriers to learning.
• Strategies using additional funding for disadvantaged pupils are too new to show impact.
• Leadership turbulence has led to a lack of consistency for staff and pupils.
• Weaknesses in curriculum and teaching have not been acted upon quickly enough.
• Trust support has not always resulted in prompt enough improvement.
• Some pupils’ poor behaviour still causes disruption for their peers.
• Some pupils refuse to attend lessons or complete work.
• Too many pupils do not attend well enough to benefit from all the school offers.
• Temporary buildings outside the community do not provide all the facilities a secondary school would typically have.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Oasis Academy Daventry Road attended 81.8% of sessions (the national figure for secondary schools was 91.6%). 50.7% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 23.4% of pupils at Oasis Academy Daventry Road were suspended at least once (nationally 7.3%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Oasis Academy Daventry Road had 16.0 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 31.4% were no longer at the school a year later (nationally 14.1%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 24.6% of pupils at Oasis Academy Daventry Road were on SEN support (nationally 14.1%) and 8.0% had an education, health and care (EHC) plan (nationally 3.5%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded secondary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Oasis Academy Daventry Road received £11,550 and spent £9,693 for each of its 262 pupils. It ended the year with reserves of £230,000 (£877 per pupil).

Across all 56 schools of Oasis Community Learning, income was £9,249 and spending £9,031 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Bristol · Bristol, City of local authority: places and applications

Oasis Academy Daventry Road is part of Oasis Community Learning, which runs 57 schools. The nearest others:

• Oasis Academy Connaught Bristol
• Oasis Academy Marksbury Road Bedminster
• Oasis Academy New Oak Bristol
• Oasis Academy Temple Quarter Bristol
• Oasis Academy John Williams Bristol
• Oasis Academy Brislington Bristol
• Oasis Academy Brightstowe Bristol
• Oasis Academy Long Cross Bristol
• Oasis Academy Bank Leaze Bristol
• Oasis Academy Warndon Worcester

What is Oasis Academy Daventry Road's Ofsted rating?

The latest Ofsted rating for Oasis Academy Daventry Road is Needs attention, from an inspection in September 2026.

When was Oasis Academy Daventry Road last inspected by Ofsted?

Oasis Academy Daventry Road was last inspected in September 2026.

How many pupils does Oasis Academy Daventry Road have?

Oasis Academy Daventry Road has 362 pupils on roll.

What age range does Oasis Academy Daventry Road cover?

Oasis Academy Daventry Road for pupils aged 11 to 16.

Where is Oasis Academy Daventry Road?

Oasis Academy Daventry Road is at Daventry Road, Bristol, BS4 1DQ.