|Name||Orchard Park High (Croydon)|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 September 2018|
|Address||Orchard Way, Shirley, Croydon, Surrey, CR0 7NJ|
|Number of Pupils||768 (61% boys 39% girls)|
|Number of Pupils per Teacher||14.5|
|Academy Sponsor||Greenshaw Learning Trust|
|Percentage Free School Meals||26.9%|
|Percentage English is Not First Language||25.5%|
|Pupils with SEN Support||10.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Orchard Park High School is a school for pupils aged 11 to 19. In 2015, the school converted to an academy and is part of the Greenshaw Learning Trust. The school has a local governing body, which has delegated responsibilities from the trust. In September 2017, the school changed its name to Orchard Park High. The sixth-form provision is due to close in July 2019. The proportion of pupils who receive free school meals is above the national average. The proportion of pupils who have SEN and/or disabilities is in line with the national average. The school does not currently use any alternative provision.
Summary of key findings for parents and pupils
This is a good school The school has improved rapidly over the last two years. Leaders at all levels have taken effective steps to raise the standard of teaching and learning. Outcomes for pupils have improved as a result. School leaders are aspirational and constantly strive for improvement. Teachers and pupils share leaders’ high expectations. Safeguarding is effective. Pupils feel safe and well cared for. They support each other, and professional relationships between adults and pupils are positive. Pupils behave well in classrooms and around the school. They are courteous and polite. Pupils understand the need to treat others considerately. The sixth form is good. Students benefit from good-quality teaching which has helped to raise their achievements in academic and vocational courses. Teachers are knowledgeable about their subjects and expect pupils to work hard. Pupils respond well to this helpful learning environment. However, sometimes work does not stretch the most able pupils, particularly in key stage 3. Pupils make strong progress over time from their starting points, including in English and mathematics. At the end of key stage 4, their overall progress improved considerably in 2018. Governors know the school well. They set challenging targets for senior leaders and hold them to account. The trust also provides valuable support to the school. In some subjects, notably modern foreign languages, design and technology, and geography, pupils’ progress is not as strong. This is often due to changes in staffing. Pupils’ attendance has improved but is still below the national average. Rates of persistent absence are also relatively high.