|Name||Orchard Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 May 2017|
|Address||Water Lane, Dibden Purlieu, Southampton, Hampshire, SO45 4SB|
|Religious Character||Does not apply|
|Number of Pupils||383 (53% boys 47% girls)|
|Number of Pupils per Teacher||24.6|
|Percentage Free School Meals||9.7%|
|Percentage English is Not First Language||0.8%|
|Pupils with SEN Support||11%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is a larger than average primary school. The vast majority of pupils are White British. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion who have an educational, health and care plan or a statement of special educational needs is below average. The proportion of disadvantaged pupils supported by the pupil premium funding is below the national average. The school met the government’s current floor standards in 2016, which set the minimum expectations for pupils’ attainment and progress. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher and the deputy headteacher are ambitious for the school. They have worked effectively with their team to ensure that the quality of education has improved since the previous inspection. Successful appointments by the headteacher have strengthened the team. High expectations for their performance, and appropriate support, have enabled middle leaders to become effective. Teaching and pupils’ learning have improved since the last inspection and are now at least good across the school. Most pupils achieve well, particularly in reading and writing. Expectations are high for all pupils, with appropriate challenge for the most able. For some pupils, particularly in mathematics, learning moves on too quickly at times, and they are not given the opportunity to consolidate their basic knowledge and understanding. Disadvantaged pupils and those who have special educational needs and/or disabilities are well supported and consequently make good progress, particularly in English. The curriculum is rich and broad and incorporates many different aspects of learning well. Teachers make good use of resources in the local area to enhance learning. Teachers have good subject knowledge and enable most pupils to achieve success across the curriculum. However, some pupils require further support to fully access the opportunities offered to them. Pupils behave well. They are polite and courteous and show good concern for the needs of others. Pupils enjoy school. They are kept safe and feel safe. Parents are positive in their views of the school and are happy their children are treated as individuals and are well looked after..Governors challenge and support leaders effectively. They make regular purposeful visits to the school and consequently understand its work well.