|Name||Orchard Park Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 December 2011|
|Address||Ringfort Road, Orchard Park, Cambridge, Cambridgeshire, CB4 2GR|
|Religious Character||Does not apply|
|Number of Pupils||214 (55% boys 45% girls)|
|Number of Pupils per Teacher||16.1|
|Percentage Free School Meals||21.5%|
|Percentage English is Not First Language||37.9%|
|Pupils with SEN Support||22.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
The school opened in 2007 to serve a new residential development on the northern outskirts of Cambridge. Although it is smaller than the average size for a primary school, the number on roll has increased significantly since the previous inspection and continues to rise as more houses are built. In addition, some pupils with emotional, social and behavioural difficulties have transferred to Orchard Park from other local schools. The proportion of pupils with special educational needs and/or disabilities is high; the percentage with a statement of special educational needs is broadly average. The proportion of pupils known to be eligible for free school meals is well above average. The percentage of pupils from minority ethnic groups, as well as those who speak English as an additional language, is above average. The school has gained the Bronze Eco-Schools Award and the Activemark, and has national Healthy Schools status. Two of the five class teachers joined the school at the beginning of this term. Privately run childcare on the school site was subject to a separate inspection.
This is a good school. It is improving rapidly and is highly rated by parents and carers. They describe it as ‘fantastic’, ‘brilliant’, ‘exceptional’, ‘a very happy school’, and say that ‘the headteacher and the teachers are wonderful’. Achievement is good and there is a strong upward trend in the school’s results. Whereas the previous inspection found that attainment at the end of Year 6 was broadly average, it has been above average for the last two years. The school has been particularly successful in raising standards in English, an area for development at the previous inspection. While attainment at the end of Year 2 has been significantly below average in reading and writing in the past, efforts to raise achievement there are also bringing about rapid improvement. This is underpinned by excellent progress in the development of literacy skills in the Early Years Foundation Stage. Children who moved up into Year 1 at the beginning of this academic year did so with high attainment in reading and writing. Parents and carers are not only satisfied with the progress their children are making but express delight at the rate at which they are learning new skills. Teaching is good and improving strongly. There are examples of outstanding teaching, particularly in the Early Years Foundation Stage. There are many consistent strengths in teaching throughout the school including teachers’ high expectations, the thoroughness with which they prepare their lessons and the way they inform pupils about how to improve their work. Where good teaching is not quite outstanding and in the occasional satisfactory lessons, the tasks that are set for different groups of pupils are not always varied enough in difficulty so that more-able pupils sometimes finish their work early. Teachers do not always monitor closely enough how independent groups are working to ensure they are all making good progress. Care, guidance and support are outstanding, particularly in the way the school supports pupils whose circumstances may make them vulnerable. This extends to exceptionally good partnership with parents and carers. The school does a great deal to raise pupils’ self-esteem, increase their aspirations and instil in them a belief that they can succeed. This is a major feature of pupils’ outstanding spiritual, moral, social and cultural development. Pupils feel very secure and all parents and carers express the view that their children are kept safe in school. Procedures for safeguarding are outstanding. The headteacher and deputy headteacher have high expectations and provide outstanding leadership. They are working rigorously and systematically to embed their ambition for the school, with the expressed intent of making it outstanding. Accurate monitoring and focused self-evaluation drive continuous improvement, and closely reflect inspection findings. The school has made exceptionally good improvement in the areas for development identified at the last inspection. Some aspects of its work are already outstanding and exceptional features are evident in other areas. The relentless drive for school improvement and leaders’ track record indicate that the capacity for further improvement is outstanding.