Orchard Lea Junior School


Name Orchard Lea Junior School
Website http://www.orchardlea-jun.hants.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 31 January 2018
Address Kennedy Avenue, Fareham, Hampshire, PO15 6BJ
Phone Number 01329234471
Type Primary
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 232 (51% boys 49% girls)
Number of Pupils per Teacher 18.1
Local Authority Hampshire
Percentage Free School Meals 10.8%
Percentage English is Not First Language 2.2%
Persisitent Absence 10%
Pupils with SEN Support 21.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is an average-sized junior school. Most pupils are of White British background. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils known to be eligible for free school meals is broadly average. The proportion of pupils who have SEN and/or disabilities is broadly average. The school meets the government’s floor standards, which are the minimum expectations for standards and progress for pupils in Year 6. The current headteacher was in post at the previous inspection.

Summary of key findings for parents and pupils

This is a good school The headteacher has successfully created an open and respectful culture in the school. His ambitious vision, underpinned by clear values, unites and motivates pupils and staff. Teachers know pupils well. They use strong subject knowledge and skilful questioning to stretch and challenge pupils’ thinking. As a result, most pupils enjoy their learning and do well. Standards have improved in reading, writing and mathematics, so that pupils’ combined results are now in line with national averages. Leaders are now wisely harnessing their efforts to ensure that more pupils achieve the higher standard of learning, particularly in reading and mathematics. Parents and carers value the friendly and approachable staff. Most parents are confident that their children are taught well and make good progress. Behaviour in lessons and around the school is calm and purposeful. Pupils are confident and self-assured. They are polite and courteous to staff and visitors and show genuine pride in their work. Pupils’ spiritual, moral and cultural development is a strength of the school. Pupils are kind and caring. They show thoughtful consideration for other people’s differences. Leaders use the funding for disadvantaged pupils effectively. This is helping pupils to make better progress than in the past. However, progress is not rapid enough for all these pupils, to help them catch up, particularly in reading and mathematics. The carefully designed and interesting curriculum motivates pupils to learn. They enjoy the opportunities they have to investigate and explore new ideas. Many pupils enthusiastically participate in a wide range of stimulating after-school activities and clubs. Leaders have successfully created a school culture where learning is valued. Self-improvement is important to both pupils and staff. Leaders invest in staff development and encourage staff to reflect on their practice. Staff value the many opportunities they have to develop and polish their professional skills and expertise. Leaders and governors do not evaluate the impact of their actions closely enough. Consequently, they do not always know which strategies are most successfully contributing to raising standards.