|Name||Orchard Meadow Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||12 October 2016|
|Address||Wesley Close, Oxford, OX4 6BG|
|Number of Pupils||349 (52% boys 48% girls)|
|Number of Pupils per Teacher||17.4|
|Academy Sponsor||United Learning Trust|
|Percentage Free School Meals||30.9%|
|Percentage English is Not First Language||33%|
|Pupils with SEN Support||12%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Orchard Meadow is one of three schools in the Blackbird Academy Trust. It is larger than the average-sized primary school. More than half of pupils are eligible for free school meals, which is double the national average. The proportion of pupils who have special educational needs and/or disability is above average. There has been a high turnover of staff in recent months. The new headteacher joined the school at the beginning of this term. The school does not meet the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress by the end of Year 6. The school does not meet requirements on the publication of the academy annual report and accounts on its website. The school does not comply with Department for Education guidance on what academies should publish about the names of the headteacher and special educational needs coordinator, governance and the accessibility plan for pupils who have disabilities.
Summary of key findings for parents and pupils
This is an inadequate school Pupils’ achievement is inadequate. Across key stages 1 and 2, standards in reading, writing and mathematics are low, because of inadequate teaching over time. Leaders have not addressed weaknesses in teaching and learning swiftly or effectively. Teachers’ expectations are too low. They do not use assessment well enough, so pupils’ progress is limited by the lack of challenge compared with their capabilities. Too few pupils exceed expectations for their age. Reading and writing are not taught well enough in key stages 1 and 2. Pupils do not instinctively apply their phonics skills when reading. They do not have sufficient opportunities to develop their writing skills. Pupils are not supported well to develop thinking and problem-solving skills in mathematics. Additional funding has not been used effectively to improve the achievement of disadvantaged pupils. Teaching assistants have a limited impact on helping to improve pupils’ learning. The curriculum is too biased towards English and mathematics, restricting learning in other subjects. Pupils’ spiritual, moral, social and cultural development is weak. They are not prepared well for life in modern Britain. The poor behaviour of too many pupils remains a significant area of concern and has a negative impact on learning across the school. Governors do not have the information they need to hold senior staff to account. Middle leaders are inexperienced in their roles. Too many pupils do not attend school regularly. The school has the following strengths The new headteacher has quickly and accurately assessed the school’s position and is already taking appropriate and decisive actions to bring about improvement. Teaching and learning in early years have improved this year as a result of strong leadership.