Oasis Academy Shirley Park Review 2026: All-through academy with a clear community mission

An all-through academy can remove one of the biggest stress points for families, the transition from Year 6 to Year 7. Oasis Academy Shirley Park is built around that continuity, with nursery provision from age 3 and education through to sixth form. It sits within Oasis Community Learning, and it also operates as part of a wider community hub model that links education with local services and youth work.

In October 2024, Ofsted graded every inspected area as Good, including early years and sixth form provision. The academic picture is mixed but readable: primary outcomes are broadly in line with the middle band of schools in England, GCSE indicators suggest slightly below-average progress from starting points, and sixth form results sit close to England averages at A*-B, with a smaller share at A*/A than England overall.

A distinctive feature is the Oasis Horizons device programme, which provides an iPad to pupils and students across the academy phases for learning in school and at home.

The academy’s identity is tied closely to the Oasis model, which frames the school as part of a broader local hub rather than a stand-alone institution. In practice, that means school life is designed to connect outward, with community services and youth provision alongside education. The official hub description highlights services including a youth club and a foyer supporting homeless young people, which gives a clear sense of the outward-facing emphasis.

Leadership is multi-layered, which is common in large all-through academies. The Get Information About Schools listing names Mr Andy Booth as Headteacher/Principal, and the academy’s own staff page presents Andy Booth as Executive Principal for the secondary school and sixth form. The most recent Ofsted inspection report notes that the principals are Saqib Chaudhri and Laura Evry, reflecting distinct leadership across phases. This structure can be beneficial for families, as it often means phase-specific expertise, but it also makes it worth checking who your day-to-day contact is for your child’s stage.

Two practical features stand out because they shape daily routines. First, the published timing for the secondary day includes a structured enrichment slot from 15:10, signalling that clubs and intervention are built into the model rather than treated as an optional extra. Second, the Oasis Horizons programme is not a minor add-on; it is positioned as a core entitlement for learning access.

Because this is an all-through setting, it helps to read outcomes by phase rather than expecting one headline to describe everything.

Primary (Key Stage 2)

In 2024, 74% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 24% achieved greater depth across reading, writing and mathematics, compared with an England average of 8%. Reading and mathematics scaled scores were 105 and 104 respectively, with grammar, punctuation and spelling at 105.

On FindMySchool’s ranking (based on official data), the academy is ranked 7,963rd in England for primary outcomes and 55th in Croydon. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

GCSE

At GCSE, the academy’s Attainment 8 score is 42.7. The Progress 8 score is -0.07, which indicates that, on average, students make slightly below-average progress from their starting points compared with similar pupils nationally. EBacc average point score is 4.08, and 18% achieved grades 5 or above in the EBacc measure.

On FindMySchool’s GCSE ranking (based on official data), the academy is ranked 2,125th in England and 22nd in Croydon, again sitting in the middle 35% of schools in England (25th to 60th percentile).

A-levels

At A-level, 48.99% of grades are A*-B, broadly in line with an England average of 47.2%. The share at A* is 3.36% and at A is 13.42%, giving a combined A*/A of 16.78%, below the England average of 23.6%.

On FindMySchool’s A-level ranking (based on official data), the academy is ranked 1,352nd in England and 12th in Croydon, again aligning with the middle 35% of providers in England (25th to 60th percentile).

For parents comparing local options, the FindMySchool Local Hub page and Comparison Tool can be a practical way to view Croydon results side-by-side across phases without relying on word-of-mouth.

An all-through academy has an opportunity to build coherent curriculum habits early, then reinforce them through GCSE and A-level. A useful example here is Oasis Horizons, which is described as giving every pupil and student an iPad to support learning access both in lessons and at home. The implication for families is twofold: there is potential for consistent digital routines across years, and there is also a responsibility to understand expectations for device use, safeguarding, and home learning structures.

At secondary level, enrichment is positioned as part of the weekly rhythm. The published day structure makes the 15:10 slot explicit for enrichment or intervention, which suggests a built-in mechanism for both extension and catch-up support.

For sixth form students, the published prospectus materials emphasise structured support and facilities, including a dedicated study centre and separate teaching suites. That kind of separation often matters in large schools because it gives older students quieter space and a clearer identity, especially when the wider academy is serving much younger pupils on other sites.

Because the academy includes sixth form, there are two main “next steps” to consider: progression within the school, and destinations after Year 13.

Sixth form and post-16 direction

The academy operates sixth form provision with capacity statements published for Year 12 entry, which indicates an intention to admit external applicants as well as internal students, subject to space. Entry expectations are also clearly framed in published materials: the academy prospectus notes that many A-level courses expect at least a grade 6 in the chosen subject, and a baseline of five GCSEs at grade 5 or above including English and maths. The implication is that sixth form is designed for students who can cope with academic pacing and independent study, even in a setting that also offers vocational routes.

After Year 13: destinations data

For the 2023/24 leavers cohort, 70% progressed to university. An additional 14% entered employment, and 2% started apprenticeships. The cohort size is 101.

On the highest-attainment pipeline, Oxford and Cambridge outcomes are present but not a defining feature at scale. Over the measurement period provided, six students applied to Oxbridge and one secured an offer and acceptance (Cambridge). This is best read as a school where Oxbridge is a genuine possibility for a small subset, rather than a dominant destination culture.

Admissions differ by entry point, and because this is an all-through setting, families should separate nursery, Reception, Year 7, and Year 12 routes.

Nursery (age 3+)

Nursery admissions are handled directly by the academy rather than through the local authority route. The 2026/27 admission arrangements document states a nursery admission number of 60 part-time spaces, and it confirms that 30-hour funded places are offered for eligible families, with additional “top up” arrangements referenced. Specific fees are not published in a way that can be summarised safely, so families should use the nursery admissions page or request the current schedule directly.

Reception

Reception applications are local authority coordinated. For 2026/27 entry, the published primary admission arrangements state a closing date of 15 January 2026, with outcomes communicated on the evening of 16 April 2026. The same document sets the Published Admission Number at 90 for Reception, aligned to infant class size expectations.

Year 7

Year 7 applications are also local authority coordinated. Croydon’s 2026/27 secondary admissions prospectus states the statutory deadline as 31 October 2025 and National Offer Day as 2 March 2026. The academy’s own admissions page also reflects the 31 October deadline for Year 7 processes.

Demand indicators are strong. The available admissions data shows 481 applications for 154 offers on the Year 7 route, and 195 applications for 74 offers on the primary entry route, both marked as oversubscribed. For families considering Year 7, it is sensible to treat admission as competitive and to use FindMySchoolMap Search to check realistic travel distance and local alternatives rather than relying on rough estimates.

Year 12

Sixth form applications are made directly through the academy’s application route, with published capacity information and internal progression rules. Exact closing dates for Year 12 applications are not consistently published as fixed calendar deadlines, so families should check the current sixth form application portal and communications for the relevant cycle.

Pastoral systems in large academies often work best when there is visible structure and named responsibility. The academy publishes extensive staff roles across phases, including year leadership and safeguarding leadership positions, which suggests a planned distribution of pastoral oversight rather than a single point of dependency.

The 2025 prospectus material also describes additional support strands at sixth form level, including access to counselling and external support for bereavement counselling, alongside wellbeing tools for managing stress and anxiety. This is particularly relevant in an all-through setting where students may have been in the organisation for many years; continuity can help staff spot changes early, but it also means it is worth asking how support transitions between phases, for example from Year 6 to Year 7 and from Year 11 to Year 12.

The second key Ofsted-related point is safeguarding: the October 2024 report sets out that safeguarding was evaluated through record checks and review of the safeguarding culture and practice. Safeguarding is confirmed as part of the inspection process and families should still verify operational details during visits and conversations.

The strongest extracurricular programmes are the ones with identifiable texture, not just a generic list. Here, there is good evidence of variety and specificity.

Clubs and enrichment that feel deliberately planned

The academy publishes enrichment information that explicitly names activities such as chess, film and media, and gardening, alongside sport and performing arts options. More granular timetables show clubs such as Chess Club, Song Writing Club, Orchestra, Band Club, and structured dance options including Dance Company by audition. That blend matters because it gives different “types” of student a way to belong, including those whose interests are creative, technical, or performance-led rather than purely sport-focused.

Some of the enrichment documentation also points to technical and practical clubs, including Micro:Bit Club and Motor Bike Building for Years 7 to 9, which is unusual enough to be a genuine differentiator. For students who thrive on hands-on learning, that sort of offer can be a strong engagement lever and can support attendance and motivation, particularly in early secondary years.

Sport and partnerships

A major facilities signal is the new astroturf pitch referenced by Crystal Palace’s foundation communications, opened in November 2024, and used for free weekly Premier League Kicks sessions on Thursdays. This is the kind of concrete, local partnership detail that can shape sport culture for students who want regular coached sessions rather than occasional fixtures.

Published prospectus material also references a football pathway delivered by UEFA B-licensed Crystal Palace coaches, described as coming in September 2026. For families with sport-focused students, the key question will be how this pathway sits alongside academic expectations and whether it is open access or selection-based.

Community and leadership opportunities

The academy prospectus highlights student involvement in charitable and community initiatives, including a committee model for fundraising and events. At sixth form level, the prospectus also describes a Post 16 Student Leadership Team with elected roles and responsibilities across student voice and improvement work. The implication is that leadership is framed as something students practise rather than simply something they are told about.

School day structure (secondary and sixth form)

Published timings indicate arrival from 07:45 to 08:20, with lessons beginning at 08:30, and enrichment or intervention running from 15:10. This matters for working families because it shows where the day ends and where supervised enrichment may extend the school day.

Transport links

Croydon’s school information page lists bus routes including 197, 312, 130, 289, and 367, and it names Woodside as the nearest tramline station. For families not within easy walking distance, that combination of buses and tram access is a practical advantage.

Wraparound care

Nursery and primary wraparound arrangements are not presented in a single, definitive published schedule across sites. Families who need breakfast club, after-school provision, or holiday cover should ask directly for the current offer by phase, including the days it runs and whether it is paid or subsidised.

• Oversubscription is real. Both the primary and secondary entry routes show demand materially above offers. For families relying on entry at Reception or Year 7, it is sensible to treat this as competitive and plan alternatives.

• Large all-through scale can feel different by phase. With leadership split across primary, secondary, and executive roles, day-to-day experience depends heavily on phase culture. Families should focus visits and questions on the specific site and stage their child will join.

• Academic outcomes are steady rather than headline-leading. Primary outcomes sit broadly in the middle band for England. GCSE progress is slightly below average, and sixth form A*/A is below England average even though A*-B is close to average. This can still suit many students well, but it is worth matching expectations to the data.

• Partnership pathways may change. The football pathway described with Crystal Palace coaches is presented as launching in September 2026. Families considering sport as a key reason to choose the academy should confirm current eligibility and delivery plans.

Oasis Academy Shirley Park is best understood as a large, structured all-through academy that aims to combine continuity with community connection. The October 2024 inspection profile supports a stable picture across early years, main school and sixth form, and the enrichment model has enough specificity to feel real rather than aspirational.

This suits families who value an all-through journey, want clear routines, and like the idea of a school that connects to local community services and partnerships. It may be less compelling for families seeking consistently high headline exam outcomes across secondary and sixth form, or for those who want a smaller, more intimate school model.