Orchard Mead Academy


Name Orchard Mead Academy
Website www.orchard-tmet.uk
Ofsted Inspection Rating Inadequate
Inspection Date 11 October 2016
Address Keyham Lane West, Leicester, Leicestershire, LE5 1RT
Phone Number 01162413371
Type Secondary
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1135 (53% boys 47% girls)
Number of Pupils per Teacher 15.4
Academy Sponsor The Mead Educational Trust
Local Authority Leicester
Percentage Free School Meals 22.6%
Percentage English is Not First Language 44.4%
Persisitent Absence 25.5%
Pupils with SEN Support 17.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information about pupil premium. The school is larger than the average-sized secondary school. The proportion of pupils who are from minority ethnic groups is much larger than average. The number of pupils who are eligible for pupil premium funding is much higher than average. The proportion of pupils who have special educational needs and/or disabilities is average. The proportion of pupils with a statement of special educational needs or with an education, health and care plan is lower than average. The school works with 15 alternative providers, who provide pupils at the school with education at placements off the school site. These include: Axlr8, Braunstone Skills Centre, Carisbrooke Specialist Learning Centre, Children’s Hospital School, Cooke Learning, East Midlands School of Business Management, Educ8 Sport, Future Cycles, Future Skills, Leicester All Trades Training, Mere Lane Riding School, Style Studio, Trans4m, Pedestrian, and Waterfront. All of these providers are located in Leicester. Since the previous inspection, the principal who was in place at the time of the inspection has left the school. His replacement has, subsequently, left. The acting principal was appointed in January 2016. The school did not meet the government’s current floor standards for pupils’ achievement at key stage 4 in 2015.

Summary of key findings for parents and pupils

This is an inadequate school Across all aspects of the school’s provision, leaders, including governors, have taken insufficient action to maintain the school’s previously high standards. For some time, achievement has been too low across a range of subjects, including English, mathematics and science, particularly at key stage 4. The proportion of most-able pupils, including the most able disadvantaged, who make the progress they should, is too low. Disadvantaged pupils across all years do not make the progress they should. The support that pupils who have special educational needs and/or disabilities receive is inconsistent. Many of these pupils make insufficient progress in their leaning. The quality of teaching is inconsistent across different subjects and year groups. Subject leaders’ attempts to improve the quality of teaching and raise pupils’ achievement have had limited impact. The information that senior leaders receive about pupils’ achievements has not enabled them to challenge quickly enough the subjects that underperform. The curriculum does not enable the most able pupils to study an appropriate range of subjects. Behaviour is inadequate. The conduct of some pupils around the school site is poor. Teachers are not consistent in challenging such behaviour. Too many pupils engage in low-level disruption in the classroom, which disturbs the learning of others. Leaders’ use of the pupil premium funding and the Year 7 literacy and numeracy catch-up funding has been insufficiently effective. Governors do not have a good enough understanding of the quality of the school’s provision. They have been unable to challenge leaders well enough and hold them to account over the quality of teaching and pupils’ achievements. The school has the following strengths The recent appointment of the acting principal has brought with it a new drive for improvement, which staff recognise and value. The support that pupils who are regularly absent from school receive is becoming increasingly effective. The proportion of pupils who are regularly absent, although still above national levels, is reducing.