Executive Principal Oasis Enfield Exceptional Education at the

Communityning Lear Heart of the Community

Dear Colleague,

I would like to take this opportunity to warmly welcome you to Oasis Community Learning (OCL). As the CEO of OCL, I am passionate and proud of our family of Academies.

It is our vision to create Exceptional Education at the Heart of the Community. Through our Hub strategy we are committed to serve the most disadvantaged communities across the country. We want to build the character and competence of every one of our young people so we can seek to transform the communities we serve.

Over the last three years Oasis Community Learning has made rapid progress, with our Academies moving from 30% to 81% “Good” or better with steadily improving outcomes at all phases of education. This is a great time to join the OCL family.

In this pack you will find information on both Oasis Community Learning as a Multi-Academy Trust and and Hadley as schools. We have also included a job description outlining expectations and duties for the role along with a person specification you can use to match your experience and suitability against.

Visits to the academies are strongly encouraged as you will be able to meet with representatives from Oasis and get a feel for the Academy and all we stand for. Please do get in touch with the recruitment team at [email protected]/ 0207 921 4226 if you would like a tour.

If you wish to apply for the position with us, please complete all sections of the Application Form attached to the advert or found on our website www.oclcareers.org including the Equal Opportunities form. Following the closing date, shortlisting will take place and all applicants will be contacted about the outcome of their application. If you are invited to interview we will provide further details nearer the time.

It is a privilege to serve our communities so we need the very best educational leaders we can provide…. Will this be you?

Very best wishes

John Murphy Oasis Community Learning CEO

Oasis Academy Enfield 9 Kinetic Crescent, Innova Park, Mollison Avenue, EN3 7XH T: 01192 655 400 Oasis Community Learning 1 Kennington Rd, Lambeth, Oasis Academy Hadley SE1 7QP South Street, , EN3 4PX T: 0208 804 6946 T. 0207 921 4226 Communityning Lear

About Oasis

For over a decade Oasis Community Learning in each of the communities we are based in. has been helping children and young people We know them to be places of great potential reach and realise their potential. and are committed to their continual positive transformation. Born out of the Oasis global charity, previously established in 1985 by Rev. Steve Chalke This is made possible by the outstanding MBE, our first academy opened in 2007. It people who work for us - leaders with vision, was Steve’s vision to open a school that was determination and drive to raise standards. inclusive of all and provided opportunity for the In fact we are securing better education whole community. Since then we have grown across the group and closing the gap for our as a family into 49 Academies spread across disadvantaged students each day through the UK, each connected to a community Hub. exceptional teaching and support. Since 2014 We are proud to be one of the largest Multi- our sustained improvement has seen the Academy Trusts in the UK. percentage of inspected Academies attaining ‘Good’ or better rise from 30% to 81%. We work in some of the most socially disadvantaged areas, but believe passionately

49 Academies

29, 000 Students Over 5000 Staff Oasis’ Vision The over-arching vision of Oasis is for The complex responsibilities of education are community - a place where everyone is understood through the lens of Character, included, making a contribution and reaching Competence and Community. These principles their potential. As well as delivering first-class, are intentionally developed and embedded in all innovative education, Oasis seeks to build of our Academies. ‘Hubs’ in the areas it works; creating safe and inspiring local neighbourhoods that provide Together, Oasis staff aspire to: integrated and diverse services to benefit the • Create safe, stimulating learning whole person and community. environments • Increase progress and attainment to above Oasis Community Learning’s vision is to create national averages ‘Exceptional Education at the Heart of the • Provide teaching quality which secures good Community.’ and accelerated progress for all students The Oasis Ethos

Our ethos is a part of everything we do. At Oasis we look to employ people who not only share in our vision but are champions of our ethos.

A passion to include everyone

A desire to treat everyone equally, respecting differences

A commitment to healthy and open relationships

A deep sense of hope that things can change and be transformed

A sense of perseverance to keep going for the long haul Welcome to Oasis Academy Enfield Oasis Academy Enfield is an all-inclusive 11-18 Our academy is a truly inclusive school where academy situated in the area. There pupils make good progress personally, socially are currently 956 students on roll, 54% of whom and academically in a safe and stimulating speak English as an additional language and learning environment. Parents’ view confirms 58% come from disadvantaged backgrounds. that despite previous periods of change, 12% of students also have special educational our parents are now supportive of academy needs. actions, with 90% stating their child is happy and 89% that their child is well taught. This has Our academy was the very first to be opened significantly increased from previous figures of by Oasis in September 2007. Starting life in 66% and 50% respectively. temporary learning cabins we are proud of the journey our school has been on towards We are proud of the progress our current becoming the thriving learning community it is students are making every day and want to today. The £30M building students call home help them reach their potential. 100% of our has state-of-the-art classroom facilities as well leavers progress to their university as specialist areas that feature a fitness suite, of choice (40% in the Russell Group or Sutton recording studio, radio station, restaurant, dance 30), and 95% of Key Stage Four leavers have studio, car workshop, floodlit football pitch and destination in employment, education and/or a large sports hall. These not only benefit our training. staff and students, but also generate a lettings income which is ploughed straight back into learning resources for students. Academy Vision Oasis Academy Enfield’s vision is to be a well-respected and influential local school of choice, enabling our young people to have a positive, transformative impact on their community and more widely in society.

The academy works hard to develop its pupils holistically, giving them cultural capital and preparing them for life outside of education. All students participate in weekly timetabled university societies such as the Duke of Edinburgh Award and mentoring. Character is also taught explicitly, focussing on issues affecting the local community such as low-aspiration, conflict and vulnerability to gangs. Effective Partnerships

Parental engagement is a key priority for senior leaders at the academy. Coffee mornings and evenings with the Principal and members of ALT take place regularly, with attendance continually improving. Social media and the app ConnectEd are both also widely used by parents to stay better informed and work closely with the school.

The academy is partnered with The Access Project, a charity that connects young people to academic mentors, from PhD students to lawyers. Additionally, through Kings College London, the Realising Opportunities Programme supports three to six disadvantaged students, providing academic mentoring, summer schools and raising students’ aspirations leading to contextual offers from Russell Group Universities. Welcome to Oasis Academy Hadley Oasis Academy Hadley opened in September A Level has risen significantly over the years. 2009 and is an all-through, mixed Academy Last summer our Progress 8 score was +0.3 for children aged 2 to 18 years in the Ponders putting Oasis Academy Hadley in the top 18% of End area of Enfield. There are currently 1,525 schools in the country. students on roll, 73% of whom speak English as an additional language and 20% have special We have been successful in narrowing the gap educational needs. with disadvantaged students achieving in line with advantaged students. We are proud that in The academy mainly serves the diverse local 2017 94% of our sixth form leavers progressed community of Ponders End but a number of to university, 47% of which being Russell Group students also travel from Enfield Lock, Edmonton universities, and the remaining 6% went into and Haringey to attend the Academy. The apprenticeships and employment. popularity of our academy has increased year on year and is now over-subscribed in many year We are proud of our teachers and boast a groups. We have become the school of choice fantastic range of learning environments, helping for local families. our young people boost their imagination, inspiration and achievements. The academy has Despite the challenges many of them face in state-of-the-art classroom facilities as well as their day-to-day lives, our students are ambitious subject specialist areas including a fitness suite, and work hard, seeing education as the key to recording studio, dance studio, astroturf football a successful future. The percentage of students pitch and floodlit full-size tennis and netball achieving the best grades at both GCSE and courts. Academy Vision Oasis Academy Hadley interprets the Oasis Ethos through the ‘Hadley Way’, encouraging students to aspire, achieve, care, and endeavour. The Hadley Way champions students having the highest expectations of themselves and others for both learning and behaviour, to be the best they can be, to consider others and make positive contributions locally and globally, and to be resilient in the face of a challenge. Ofsted picked up on this in 2016, commenting on the positive effect it has on our young people.

Our Academy aims to provide an extensive enrichment plan of activities during and beyond lessons to support cultural learning and development. One example is the regular international meals, which are served from a young age. Enrichment sessions engage parents, and give children the opportunity to widen their experiences and develop a practical approach to appreciating and respecting other ways of life. Effective Partnerships

Oasis Academy Hadley values the importance of being outward looking and working closely with a range of stakeholders to benefit its staff and students. This includes utilising close connections to local authors who hold creative writing workshops at the academy and collaboration with the Institute of Education to develop a comprehensive training programme to senior leaders. Regional Support

Oasis Community Learning understands that each academy is unique. Our Principals enjoy both individual autonomy and the benefits that come from being part of a regional and national family of academies.

As part of the Oasis family of academies in London & South East, you will enjoy the support and challenge of your peers, the Regional Lead Principal and the Regional Director, who provide bespoke challenge and support allocated on a needs basis. You can expect high quality, ongoing professional development. We share accountability and a determination to enable improvement within our Academies.

Through strong partnerships between the academies, you will be able to share best practice, ideas and resources whilst building a strong community presence.

Oasis Hubs

Oasis subscribes to the widely held view that the factors that create disadvantages for children and young people need to be tackled in order to improve their life chances. The Oasis response is the creation of Oasis Hubs.

Developing and running Hubs is all about delivering the purpose of Oasis. Its vision is for community, a place where everyone is included, making a contribution and reaching their God- given potential. To this end Oasis staff are committed to working in an inclusive, integrated, empowering and comprehensive way so that all people experience wholeness and fullness of life. They want to see local communities that are characterised by trust, safety, cohesion, mutual support, vibrancy, health and opportunity, and have increasing capacity to address their own issues. Oasis want those who are excluded brought back into the community and to find wholeness and fullness within life.

Oasis Academy Enfield is part of Oasis Community Hub Enfield, the first Hub imagined by Steve Chalke, Oasis Community Learning’s Founder. The Community Hub offers a range of services including but not limited to: a nursery, a children’s centre, youth clubs, a restaurant, a community church and gardening clubs. These services have built a community where people’s needs at every level are being met in an interconnected way and enable local citizens to grow together.

Oasis Academy Hadley is part of Oasis Community Hub: Hadley. The hub team includes three Youth Workers and three Family Support Workers who work hard to provide a supportive service not just to students and their families but also the wider local community. The Hub has recently been given its own charitable status. We hope that this new development will open up many new doors to enable continued successful work within the community. About the Role

This is a significant and unique opportunity to lead our Enfield academies in delivering ‘excellent education at the heart of the community’.

The Executive Principal will be responsible for the strategic leadership, management and outcomes for pupils at Oasis Academy Hadley and Oasis Academy Enfield, ensuring the long-term success of each academy. This will include line management of the Principal at Oasis Academy Hadley and the Associate Principal of Oasis Academy Enfield, who will inform strategy and deliver operational leadership in each academy.

We are looking for a driven, experienced individual who holds consistently high expectations for all staff and pupils, a strong vision for education and a track record of highly effective leadership.

In line with the OCL vision and ethos, the post holder will secure a healthy, safe, caring environment where every child can reach their potential in a welcoming and cohesive community. The Executive Principal will raise aspirations further, to support our pupils’ achievement of lofty goals. They will be responsible for leading the Academies rigorously, holding staff to account to ensure the delivery of high quality learning and development opportunities.

As part of Oasis Community Learning, a growing family of Academies, you will be given support both regionally (with 14 academies in London and the South East) and nationally (with 49 academies overall and the National Office).

In your first 12-24 months in post your key priorities will be:

• Ensuring each academy is well-placed to deliver truly outstanding education and development in line with the OCL vision and ethos. • Securing significant improvement in progress for all groups, particularly disadvantaged pupils and those with special educational needs or disabilities. • Work with the Academy Council to drive exceptional education, at the heart of the community, supporting vulnerable pupils and their families to access support and opportunity. • To embed the OCL model for high quality clustered services, to promote the development of our people, IT, financial and premises management. • Sustaining a culture where behaviour is exceptional, supports learning and enables pupils to achieve high aspirations. • Developing links with Oasis academies and other schools to develop evidence based strategies that inform academy improvements. • Working with the Regional Lead Principal and Regional Director to ensure that improvement strategies result in sustainable growth and improvement in both academies. • Supporting teachers including those new to the profession through CPD and coaching. For new and beginning teachers this means securing consistently effective teaching within 12 months. • Attaining and sustaining high attendance levels for all groups. • Coordinating line management of subjects, phases and year groups, which nurtures and develops young people to be the best version of themselves. • Reviewing the curriculum to ensure that it continues to meet the needs of all pupils, at every Key Stage. • Ensuring that the academy sustains a culture of safeguarding, putting the child first and where the arrangements for safeguarding are effective. Communityning Lear Job Description

Post: Job purpose: Executive Principal Responsible to the Regional Director, the Executive Principal Responsible to: will be responsible for strategic leadership, management and Regional Director outcomes for two Oasis academies, ensuring the long-term success of each Academy by building leadership capacity and maximising potential through the skills and resources held within Key Relationships: each academy. Pupils, Staff, Parents, Oasis Community Learning Chief Specific Responsibilities: Executive Officer, Regional Director, National Director of Secondary, Regional Lead A. LINE MANAGEMENT OF PRINCIPAL AND ASSOCIATE Principal, other Academy PRINCIPAL • To provide leadership, management, support and Associate Principals, challenge to the Principal and Associate Principal (hereby Principals and Executive known as Academy Principal) of each Academy across all Principals, the Academy aspects of their work. Council, Regional People • To agree challenging and meaningful targets for improved Directorate Business Partner, progress and attainment by supporting and informing Regional Finance Manager academies in self-evaluation and improvement planning. and Oasis Community • To conduct, with the relevant Academy Council Chair, Learning Board of Directors. the performance reviews of the Academy Principals and to give recommendation for any pay progression to the Location: Regional Director. Oasis Academy Enfield, Oasis • To take part in Strategic Reviews. Academy Hadley, London • To be involved in the recruitment process of senior Borough of Enfield colleagues at each Academy. • To lead by example and develop leadership capacity at all Working Hours: levels, through a range of means including coaching and Full Time mentoring. B. RESPONSIBILITY FOR SPECIFIED • To actively manage Ofsted visits and other ACADEMIES external inspections alongside the academy • To monitor and take overall ownership leadership. for the performance, standards achieved • Practically, to spend a minimum of two days and quality of education in the designated per week in each of the academies you are academies. responsible for. • To critically evaluate and have ownership for each academy’s performance and C. TEMPORARY ACADEMY LEADERSHIP ensure performance targets are met. This • To ensure collaboration and the efficient and includes the undertaking of challenge and effective management of resources within review meetings with academy Principals and between Academies in the context of as well as evaluation of data and working OCL clustered services. in partnership with national teams as part • To work with academy Principals to achieve of the review cycle to ensure rigorous economies of scale across the academies in evaluation and quality assurance and the locality. sustained improvement. • To work with academy Principals and • To analyse pupil level data in each academy relevant service leads in the formulation of to support leaders in the interpretation and annual budgets, to be approved by OCL. use of data to raise standards. • To use expertise, experience and evidence • To ensure that evidence-based improvement based research to strategically advise plans inform actions and that the necessary academy Principals to manage their budget, actions needed to bring about improvement learning environment and facilities to ensure are implemented quickly and effectively to the needs of the curriculum and health and improve puipls’ development and welfare. safety requirements are met. • To secure, sustain and quality assure • To work with academy Principals and the effective, high quality teaching and learning Regional Director in evaluating clustered by ensuring each academy Leader has and all other service delivery to the in place sound strategies for monitoring academies and ensuring value for money and evaluating the quality of teaching and quality assurance. and standards of pupil progress and achievement, setting targets for rapid D. CHAMPIONING THE OASIS ETHOS improvement of all pupils. • To embody the Oasis in all that you do • To quality assure and approve visits/trips/ and to champion it in your interactions with expeditions to be undertaken by academies staff, pupils, colleagues and all external in the locality, in accordance with the OCL stakeholders. Policy. • To ensure the academies you are • To support the academy Principals with the responsible for work as a family and that you production, implementation and monitoring personally drive sharing best practice and of their self-evaluation and plans for facilitation of school-to-school support. development. • To promote the role of community • To support and guide academy Principals transformation by promoting the Oasis Hub in their leadership of staff to enable the model across both academies. achievement of the highest possible • To attend key events in the life of the standards. academies in the locality as the Oasis • To develop effective organisational and representative. management structures and systems for • To work closely with the hub leader, each academy, to ensure sustainability and Academy Council Chair/s and Council effective succession planning. to transform community in line with OCL • To develop partnerships with academy vision and ethos – including attendance at Councilors, pupils, parents, the local meetings and events, as appropriate. community and other key stakeholders, including attending Acdemy Council E. LEADERSHIP DEVELOPMENT AND meetings. SUCCESSION PLANNING • To be fully committed to leadership • To oversee an accurate assessment development and developing leadership framework in order to embed consistently qualities in all staff. As part of this, to high standards and accurately judge the act as a role model and ensure that you quality of teaching and learning. are continually developing your own • To ensure leadership of an annual character and competence as a leader, and performance management cycle is carried embodying this in all interactions. out within the academy and that pay • To be the driver of continual professional progression for teachers is appropriately development, acting as an ambassador for managed. the People agenda and marketing available opportunities for development within your H. LEADERSHIP OF PUPILS schools. • To ensure all pupils are in a safe, secure • To take a proactive approach to career learning environment in accordance with development and succession planning within OCL Safeguarding policies and statutory your academies, encouraging and facilitating guidance; taking into account whole school development opportunities and intentionally strategies that promote awareness of and planning for the future. responses to risks to pupils’ welfare. • To provide an effective system of pastoral In addition to having full Executive Principal care for all pupils. responsibilities over both academies, the • To ensure a rigorous assessment strategy Executive Principal will be responsible and and effective monitoring. accountable as Principal for the academy where • To celebrate pupils’ success and enhance an Associate Principal (rather than Principal) is their learning by participating in a range of in place. On a day-to-day basis the academy extra- curricular activities. will be run by an Associate Principal, whom the • To promote pupil voice and create ways for Executive Principal will line manage. Through pupils to be involved in decision-making. the Associate Principal, the Executive Principal • To determine effective strategies to ensure will be expected to carry out the following duties high standards of behaviour and attendance. of a Principal and to recognise that the list is • To ensure the academy provides high only indicative and that there might be other, quality spiritual, moral, social and cultural similar duties which he/she might be required to development for all pupils. carry out. Specifically, this includes: I. LIAISON WITH PARENTS/CARERS F. STRATEGY • To prioritise engagement with parents and • To formulate the aims and objectives of carers creating opportunities for parents the academy in accordance with the OCL to support and engage with the academy, policies. encouraging two-way communication and • To produce and implement the Academy regularly sharing information. SEF and Academy Development Plan, • To hold regular parents’/carers’ evenings setting strategic targets and performance or review days and also ensure availability indicators. (either directly or through the Associate • To ensure the academy is an integral Principal) for discussion of their individual part of the hub and serves as a model of children’s progress or welfare on a needs community transformation. basis.

G. LEADERSHIP OF STAFF J. CURRICULUM • To ensure that the academy is adequately • To determine, organise and implement and appropriately staffed, recruiting as a balanced, broad and personalised necessary in accordance with OCL’s People curriculum (including the later timetabling) Directorate policies and procedures. that meets individual pupil needs and has • To make certain that all staff receive a positive impact on pupils’ outcomes and appropriate, effective development and their personal development, behaviour training to enable them to carry out their and welfare. The curriculum should be professional duties. effective, innovative and creative, using new technologies where appropriate. • To regularly evaluate standards of Teaching and Learning and ensure high standards of professional practice are established and maintained. • To ensure the academy equips pupils positively for life in modern Britain and promotes fundamental British values.

K. THE MANAGEMENT OF RESOURCES • To allocate, control and account for financial and material resources within remit. • To have oversite of the maintenance and development of the premises and grounds to ensure maximum practical use and that Health and Safety requirements are met. Health and Safety is a key priority and you must ensure that everyone understands and upholds their responsibilities. • To ensure all contracts for site management are negotiated to “best value” and that performance against contract is reviewed on a regular basis.

L. EXTERNAL LIAISON • To develop collaborative links with the local Oasis Hub, the Local Authority, other Oasis academies and local schools, businesses and agencies to maximise the opportunities for staff, pupils and families. • To maintain links with social services, the local police, churches, other faith groups and organisations involved in working with young people and the local community at large. • To initiate, develop and maintain links with local business partners to secure a range of quality mentoring, work experience placements and internships for pupils.

M. SAFEGUARDING CHILDREN Oasis Community Learning is committed to safeguarding and promoting the welfare of children and young people. We expect all staff to share this commitment and to undergo appropriate checks, including enhanced DBS checks and safeguarding training, as expected by the latest statutory guidance from the .

Senior members of staff are required to undertake Safer Recruitment in Education training. The above responsibilities are subject to the general duties and responsibilities contained in the Statement of Conditions of Employment. The person undertaking this role is expected to work within the policies, ethos and aims of the academy and to carry out such other duties as may reasonably be assigned by the Regional Director. The post holder will be expected to have an agreed flexible working pattern to ensure that all relevant functions are fulfilled through direct dialogue with employees, contractors and community members.

The duties of this post may vary from time to time without changing the general character of the post or level of responsibility entailed. .. Executive Principal Communityning Person Specification Lear

As evidenced in application form and interview

Qualifications • NPQH (desirable) • Qualified to degree level and Professional • PGCE (or equivalent) – Qualified to Teach in the UK Development • Evidence of recent, relevant professional development

• Leading and managing people individually and in teams to a high standard • Managing change through bringing innovative ideas to traditional approaches to teaching and learning • Managing and improving the curriculum offer resulting in demonstrable impact • Understanding and/or experience of managing finances and ensuring financial sustainability • Experience of managing risk across a school or organization • Experience of operating an organisation from a Health and Safety perspective • Breadth of experience in school leadership, e.g. one or more from the following: pastoral Experience and academic leadership experience; teaching in several contrasting schools or working in other sectors beyond education • A proven track record of effective Headship or senior leadership in an urban primary or , ideally graded as good or outstanding by Ofsted • Experience of working effectively with the local community a proven track record in improving outcomes • Experience of supporting other leaders to achieve success through coaching or other relevant activities

• An ability to effectively prioritise and plan for self, others and the organisation. • An ability to problem solve and think creatively when dealing with complex issues. • An ability to develop and communicate a complex vision in simple and easily-understood terms to a variety of audiences. Knowledge, • An ability to manage and empower others to maintain high standards of pupil discipline in order to ensure a positive climate for learning. skills and • An ability to lead Academy-wide improvement initiatives that have a demonstrable impact Abilities on pupil attainment. • A wide knowledge of current and proposed education policy and the legal framework within which Academies and schools must operate, particularly in relation to safeguarding. • A wide understanding of the links between education and community transformation.

• Passionately committed to safeguarding and the welfare and wellbeing of children and young people • Willingness to undergo appropriate checks, including enhanced DBS checks • To work hard and remain fully committed, even when under pressure, always acting with consideration for yourself and others • Forgiving and committed to healthy inclusive relationships (strong interpersonal & diplomatic skills) • Emotionally resilient and therefore patient and persevering with challenging behaviours and attitudes Personal • To be hopeful, honest and always act with integrity, taking a rigorous approach to improving standards in order to ensure transformation of pupils lives and their wider communities Attributes • Act with humility and as a team player by serving others both in the Academy and the Oasis family • Able to demonstrate and communicate the Oasis ethos in your behaviours and actions • Positive, passionate, enthusiastic, and able to help others be the same • Able to keep a sense of proportion by acting with self-control • Act with authenticity and integrity • To have high aspirations and a commitment to excellence, and to role model this behaviour to others • Self-disciplined and able to reflect and learn in order develop wisdom and understanding. The Oasis Vision for Education Exceptional Education at the Heart of Communityning the Community Lear

OASIS’ AIMS: THE OASIS OFFER

Transform Lives - Every person matters and everyone is Underpinned by our values and beliefs, all our work is loved and valued. designed to ensure each student receives the very best Transform Learning - We have a passion for learning and educational offer. Oasis operates as a national family of we want everyone to achieve their full potential. Academies across four regions. Transform Communities - We are committed to community development and the aim of all our work The regional teams provide standards leadership and a is to increase community cohesion locally, regionally, professional governance service. nationally and globally. The Oasis family of Academies is lead by empowered, OASIS PHILOSOPHY OF EDUCATION and empowering, resilient leaders who through deeply As an organisation, with a rooted Christian ethos, held beliefs and values always strive to make decisions in our philosophy of education is underpinned by three the best interests of the students and their communities. important Hebrew principles: Inspirational Leadership, Deep Learning and Healthy Communities. Each Oasis Academy has its own identity and purpose and serves the local community by working with it to Inspirational Leadership: Rabbi (my teacher; my guide; transform learning aspirations and opportunities. my role model; a term of respect) Through personal example and strong relationships, all As a family, Oasis Academies work interdependently, teachers are encouraged to be inspirational role models benefiting from sharing best practice and inspirational for their students. In this way, a teacher is not simply a pedagogy. Leaders and teachers build understanding of purveyor of ‘knowledge’, dropping it into the minds of what is needed to secure the best possible sustainable those they teach. Instead, they are communicating and outcomes for all learners. bringing knowledge, wisdom and understanding through their words, actions and whole lives, helping students to Each Oasis Academy is committed to enabling children reflect and think for themselves. and students to become effective, enthusiastic, independent learners committed to life-long development. Deep Learning: Yada (to know; to see; to perceive; to understand; to experience; to have a relationship Each Oasis Academy is dedicated to the task of working with) Gives students the opportunity to encounter and continuously in pursuit of excellence across all aspects of experience learning personally and relationally. It is never its life and work. an abstract, theoretical or academic idea simply to be contemplated but, rather, primarily about gaining wisdom – the practical application of knowledge to every area of life. Life is not straightforward; learning from failure and mistakes and being resilient is an important part of it. It is hands-on learning throughout life which can only be obtained through on-going active, intentional engagement with it and with others.

Healthy Communities: Shalom (peace; completeness; nothing missing; nothing broken; well-being, wholeness) Seeks to ensure that every classroom encounter, each piece of curriculum planning, each assessment experience are all shaped, informed and delivered in the light of our desire for wholeness and well-being in the widest sense of the word; for everyone at every level of their lives – academically, vocationally, physically, spiritually, morally, socially, economically, environmentally and culturally.