Oasis Academy Silvertown Review 2026: A modern Newham secondary shaped by clear routines and an ambitious curriculum

A secondary free school built for a fast changing part of the Royal Docks, Oasis Academy Silvertown has grown quickly since opening in September 2014, starting in temporary accommodation and moving into its permanent home in September 2022.

Leadership is current and clearly signposted. Ms Emily Boxer is Principal and, in her own introduction, notes she returned to the academy as Principal in September 2024 after working there previously in senior roles.

Academically, the picture is mixed but readable. On FindMySchool’s GCSE measures, the academy sits in line with the middle 35% of schools in England (25th to 60th percentile), so expectations should be realistic and progress over time matters. The school day is structured, with a published timetable running from a morning equipment check through to a 15:05 finish, and there is a documented culture of orderly behaviour and high expectations.

The school’s identity is strongly tied to growth and permanence. Its own account highlights a start in portacabins followed by a move into a permanent home in September 2022, which is an important context for families deciding whether a relatively young school has “settled”.

The physical environment is designed for a dense urban site. Oasis Community Learning has described the new building as a multi storey “superblock” with a full sized sports pitch on the roof, plus a double height sports hall and performance space. That combination matters because it tells you the academy is building its wider offer, sport, performance, and enrichment, into the structure rather than treating it as an optional extra.

Day to day culture is framed around school values and routines. In the most recent inspection evidence available, expectations were described as high and behaviour as calm and sensible, with pupils focused in lessons and clear systems for rewards and correction. Bullying was characterised as rare and addressed quickly, and pupils said they felt safe.

Leadership continuity is also part of the atmosphere. The Senior Leadership Team list is clear and public, and the Principal’s stated start point of September 2024 gives parents an anchor for interpreting any recent changes in approach, staffing, or priorities.

GCSE performance sits in the middle of the England distribution, with some indicators stronger than others

Ranked 1,682nd in England and 16th in Newham for GCSE outcomes (FindMySchool ranking based on official data), Oasis Academy Silvertown sits in line with the middle 35% of schools in England (25th to 60th percentile). This is not a “results only” profile, but it can be a steady, improving option for families who value routines, strong pastoral systems, and a school that is still building momentum.

On headline measures, the Attainment 8 score is 43.8, compared with an England average of 45.9. The Progress 8 score is -0.78, which indicates students, on average, make below average progress from their starting points compared with similar pupils nationally. Those figures deserve attention in any shortlist because they speak to impact over time, not just outcomes at the end.

There are also brighter spots in the curriculum indicators. The EBacc average point score is 4.25 compared with an England average of 4.08, suggesting attainment within EBacc subjects can compare well even when overall attainment and progress lag. EBacc entry is an important context point: the England average share of pupils entering the EBacc is 40.5%, and families often want to understand whether a school’s curriculum encourages broad academic pathways or a more tailored route.

If you are comparing within Newham, the FindMySchool Local Hub and Comparison Tool can help you view these outcomes side by side with other local options, so you can separate “overall profile” from “fit for your child”.

A recurring theme across official evidence is clarity of explanation and sequencing. In the latest inspection evidence, subject content was described as presented clearly and in a well ordered way, with secure subject knowledge and consistent checking for understanding. That approach tends to benefit students who need structure, including those who arrive with gaps in learning, because it reduces the number of hidden assumptions in lessons.

Reading support is specifically highlighted as established from Year 7 for pupils who need it, with a culture of reading for pleasure supported through whole class and individual initiatives. In practical terms, this is often one of the best leading indicators for whether a secondary school can raise attainment over time, because literacy influences access to every other subject.

The curriculum is described as ambitious overall, with a clear example given for maths, where problem solving is developed systematically through Years 7 to 9 in preparation for GCSE. English is also described in cumulative terms, building vocabulary and sentence structures over time. That “deliberate build” approach is a good sign, because it suggests the academy is not relying on last minute intervention alone.

There is also a candid improvement signal: a small number of subjects were identified as having less developed curriculum thinking, limiting depth of learning in those areas. For parents, the practical implication is to ask subject specific questions at open events, particularly for the subjects your child is most motivated by, because experience may vary between departments.

Where Students Go Next

This is an 11 to 16 academy with no sixth form, so transition planning at the end of Year 11 is a central part of the experience. Careers education is positioned as a whole school priority, with opportunities across year groups to hear from employers and receive impartial guidance about post 16 courses.

The academy publishes a structured programme of careers related activities and enrichment, including Monday sessions focused on areas such as law, debating, work experience at a local community centre, and a sports leader programme that includes work experience in a local primary school. There is also a stated pattern of events such as Futures Week and a post 16 providers open evening. For families, the value is twofold: students get earlier exposure to choices, and those who are not academically single tracked towards one route can still build a credible plan for college, sixth form, or technical pathways.

Because destination numbers are not published in the data available here, the best approach is to treat post 16 planning as a conversation topic during visits. Ask how guidance is delivered, how personal statements and applications are supported, and what the academy does for students who change direction late in Year 11.

For Newham residents, Year 7 admission is coordinated through the local authority, not directly through the academy. The published closing date for on time applications for September 2026 entry was 31 October 2025, and results for on time applicants were issued on Monday 2 March 2026.

Even if you are aiming for a local school or already have a sibling on roll, the local authority is clear that places cannot be reserved, you still apply through the coordinated process.

Acceptance and response expectations can vary depending on where the offered school sits. For offers outside Newham, Newham’s guidance states you must accept via the admissions portal by 16 March 2026 or the offer may be withdrawn and replaced with a Newham place where there is space. For offers in Newham, the guidance indicates the place will not be removed unless you inform the authority you have made other education plans.

Open events are usually the most efficient way to judge fit, particularly for a younger school still building its long term track record. For September 2026 entry, Newham published a borough wide schedule indicating this academy’s open evening and open day pattern fell in mid September and early October. Since those dates are now in the past, parents should expect a similar timing annually and check the school and local authority listings for the next cycle.

If you are making catchment style decisions based on distance, use FindMySchool’s Map Search to calculate your precise home to school distance and keep in mind that allocation patterns can shift year to year.

Pastoral effectiveness often shows up first in routines and safety. The latest official evidence available confirms pupils feel safe and safeguarding is effective, alongside a culture described as calm and orderly at social times such as break and lesson changes.

Support for pupils with special educational needs and disabilities is positioned as inclusive. Official evidence describes needs being identified and met, with pupils accessing the same curriculum as their peers. This matters because it points to mainstream inclusion rather than separate tracks, which can be helpful for students who want to remain within their friendship group and still receive targeted scaffolding.

Staff development and workload are also explicitly mentioned in the latest official evidence, with trust wide support and training opportunities. The parent facing implication is indirect but important: stable staffing and consistent routines are easier to maintain when staff feel supported.

Extracurricular provision is unusually well specified for a school of this age, and it is published in a way parents can actually use. Clubs run at multiple points in the day, including before school (08:00 to 08:30), lunchtime, and after school (15:05 to 16:00).

For families looking for academic stretch or confidence building, named options include Debate Club, Creative Writing Club, and Coding and Robotics Club. Creative Writing is also directly referenced in the latest official evidence as an example of activities pupils attend. The implication is clear: students who may not define themselves as “sporty” still have structured ways to belong.

Creative and performance routes are also visible. The published list includes Drama Club (noting seasonal availability), Visual Storytelling (Art Club), Guitar Club, Songwriting Club, Choir Club, and Band Club. The school also references orchestra activity in the latest official evidence, which aligns well with the presence of music practice rooms and multiple music clubs.

Sport is present and structured but not limited to one pathway. The timetable includes options such as Netball, Girls Football, and several year specific football clubs, plus before school basketball and volleyball or badminton. For some students, daily access to sport in a building that includes major facilities, including a roof pitch referenced by the trust, can be a real engagement lever that supports attendance and motivation.

Enrichment is not only club based. The academy also publishes a pattern of enrichment days across the year, where normal lessons are replaced by themed workshops, activities, or trips. That approach can broaden horizons, but it is also worth asking how it is linked back into curriculum learning so it feels purposeful rather than occasional disruption.

The published timings show a structured day, with lessons running through to a 15:05 finish, and the broader school day described as starting at 08:30. After school clubs run until 16:00 on the published programme, which can help working families who can collect later than the standard finish.

Term dates for the 2025 to 2026 academic year are published, which is helpful for planning childcare, travel, and routine.

Transport wise, the academy sits in the Royal Docks area and is designed for a dense urban community. For many families, the practical test is the real journey in winter and at peak times, so it is worth practising the route before finalising preferences, especially if your child will travel independently.

• GCSE progress is below average. A Progress 8 score of -0.78 indicates students, on average, make less progress than similar pupils nationally. Families should ask what improvement work is underway, and how intervention is targeted without narrowing the curriculum.

• No sixth form on site. Students must transition after Year 11. The academy’s careers programme is structured, but parents should still discuss likely post 16 routes early, including travel and whether a student will thrive with a fresh start.

• Curriculum depth varies by subject. Official evidence points to strong curriculum thinking in many areas, but less developed sequencing in a small number of subjects. Ask department specific questions for the subjects your child cares about most.

• Open event dates change annually. Published open evenings and open days for the September 2026 cycle ran in early autumn. Expect a similar seasonal pattern, but check current listings before relying on a particular date.

Oasis Academy Silvertown is a young, purpose built Newham secondary with a clear emphasis on routines, safety, and a curriculum that is increasingly structured and well sequenced. Results sit around the middle of the England distribution on FindMySchool’s measures, with progress a key area for families to scrutinise. The extracurricular and enrichment offer is unusually well published, which helps students find identity and motivation beyond core lessons.

Best suited to families who want a modern local academy with strong routines, visible enrichment, and a clear post 16 guidance structure, and who will engage actively with the school about how progress is improving across subjects. Families interested in this option should consider using the Saved Schools feature to track it alongside other Newham choices and revisit the shortlist as new outcomes and inspection updates are published.