Orchard Primary Academy


Name Orchard Primary Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 23 October 2018
Address Princess Road, Chickenley, Dewsbury, West Yorkshire, WF12 8QT
Phone Number 01924469578
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 308 (54% boys 46% girls)
Number of Pupils per Teacher 21.4
Academy Sponsor South Pennine Academies
Local Authority Kirklees
Percentage Free School Meals 47.7%
Percentage English is Not First Language 5.5%
Persisitent Absence 10.3%
Pupils with SEN Support 14.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Orchard Primary Academy is an average-sized primary school. The principal took up post in September 2017. The vice-principal commenced in role in September 2018. The leader for mathematics also took up post in September 2018. The school is part of South Pennine Academies’ multi-academy trust, which it joined in November 2015. Trust members delegate responsibility for the governance of the school to the trustees, who sit on five committees. In turn, governance responsibility is then delegated to local governance boards. There is a chief executive officer of the trust. The school has a higher-than-national-average proportion of pupils who have an education, health and care plan and a higher than national average of pupils who are in receipt of special educational needs support. The proportion of pupils eligible for free school meals is well above the national average. The school serves a community with a higher level of deprivation than is the national average.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders take effective action to improve pupils’ outcomes. However, over time, outcomes have not been good enough across year groups and subjects. Progress in reading, writing and mathematics by the end of key stage 2 is improving quickly since the appointment of the new principal, but remains below the national average. The progress of disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities has been poor over time. This is now improving, but leaders’ focus for this group of pupils is on intervention rather than on the quality of class teaching. The quality of teaching is much improved. However, some teachers do not check that pupils have understood what they are learning before moving on. Some pupils are left behind and struggle to catch up. Pupils’ otherwise good behaviour falters, when teachers move too quickly through checks on pupils’ understanding. At these times, some pupils become listless and inattentive. The behaviour of pupils is improving strongly. However, hurtful name-calling persists when adults are not around. Pupils’ ability to manage their own conduct is over-reliant on staff presence. The school has the following strengths The principal has brought a determined commitment to raising aspirations and improving pupils’ outcomes. The culture of the school is quickly changing for the better. Other new leaders are already having an effect on strengthening the quality of teaching and learning. There is now a consistent approach to teaching which enables pupils to make improving gains in their learning. Pupils and staff are unanimous in their view that behaviour in the school has been transformed for the better from where it was a year ago. There is a strong curriculum that meets pupils’ personal, social, health and economic development. A commitment to pupils’ well-being and safety permeates the life of the school.