Orchard Manor School

Name Orchard Manor School
Website http://www.orchardmanor.devon.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 25 March 2015
Address John Nash Drive, Dawlish, EX7 9SF
Phone Number 01626862363
Type Special
Age Range 3-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 166 (79% boys 21% girls)
Local Authority Devon
Percentage Free School Meals 32.9%
Percentage English is Not First Language 3%
Persisitent Absence 30.4%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

Ratcliffe is a small special school for pupils with interaction, communication and social development needs. A large proportion of pupils have been identified with autistic spectrum condition. An increasing number of pupils enter the school with complex emotional and social difficulties. There are currently 32 pupils who are resident at the school. All pupils have a statement of special educational needs. Most pupils are boys. The proportion of pupils for whom the school receives pupil premium funding (additional funding allocated by the government for pupils who are known to be eligible for free school meals and who are looked after by the local authority) is above average. However, the numbers at the end of Key Stage 2 and Key Stage 4 are small. Last year, three pupils received the Year 7 catch-up funding, and currently two pupils are in receipt of this additional funding. Almost all pupils are of White British heritage and none speak English as an additional language. A significant proportion of the pupils start at the school at times other than the beginning of the school year. Throughout the year, a number of pupils are educated at the following provision: Advantage Point; Exeter College; Bicton College; South Devon College; Hair Academy @ The Deaf Academy; and Sirona Therapeutic Horsemanship workshop in Seale Hayne. The school is part of the SENtient Trust formed in 2012 and made up of 10 special schools. The headteacher became executive headteacher of Oaklands, an adjacent special school, in September 2014.

Summary of key findings for parents and pupils

This is a good school. The headteacher, alongside other senior leaders, has high expectations of pupils. Senior leaders, including the governing body, have ensured that pupils achieve well through careful checks on learning and the quality of teaching. Governors have a good range of skills and use their expertise to challenge successfully senior leaders to improve the work of the school. Leaders ensure that additional funding for disadvantaged pupils is well targeted, so that these pupils achieve at least as well as their classmates. Pupils make good progress and achieve well. Their progress in mathematics and science is particularly good, and increasingly so in English. A good proportion gain GCSE and other qualifications. Teaching is typically good and relationships between staff and pupils are strong. Activities are well planned so that they meet the needs of individual pupils and ensure they make good progress. Most parents are happy with the progress of their children and with the quality of care provided. Pupils behave well during lessons and break and lunchtimes. They say that the rare occasions of bullying are dealt with quickly and effectively by the staff. Pupils say they feel safe and there are good arrangements to keep them safe and secure. The school provides pupils with a very good range of subjects to encourage pupils’ learning. Subjects such as Japanese have provided pupils with added impetus to learn. The pupils’ spiritual, moral, social and cultural development and their awareness of British values are catered for very effectively through the school’s extensive links with schools in other countries. The school meets the national minimum standards for residential special schools. The overall effectiveness of the residential provision is good. It is not yet an outstanding school because : Although teachers’ marking has improved well, not all teachers are consistent in following the school’s policy of ensuring it clearly identifies the next steps in pupils’ learning. Occasionally, teachers do not challenge pupils sufficiently to achieve as well as they should. A significant majority of staff have raised concerns about communication from senior leaders. Some of the showering and bathing provision needs upgrading and food serving arrangements in the girls’ accommodation do not promote a domestic environment. Not all care files contained the most up-to-date care plan and risk assessment.