|Name||Orchard Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||07 March 2018|
|Address||Oxford Road, Sidcup, Kent, DA14 6LW|
|Religious Character||Does not apply|
|Number of Pupils||210 (57% boys 43% girls)|
|Number of Pupils per Teacher||17.2|
|Percentage Free School Meals||16.6%|
|Percentage English is Not First Language||24.3%|
|Pupils with SEN Support||23.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. There have been significant changes in leadership and governance since the last inspection, including the appointment of a new headteacher. The school has a greater proportion of disadvantaged pupils than the national average. The proportion of pupils who have SEN and/or disabilities is above average. The majority of pupils are White British. The proportion of pupils who speak English as an additional language is in line with the national average. There is a breakfast club and after-school provision run by an external provider. The school was judged to be coasting by the Department for Education in 2017.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders’ self-evaluation is overgenerous and does not recognise the weaknesses in teaching and pupils’ outcomes. Monitoring and evaluation lack rigour and do not allow the school an informed view of the weaknesses in provision. Governors are given insufficient detail of school improvement in the headteacher’s report. Teaching is not consistently strong and is unable to secure good progress for pupils over time. Current school assessment information does not track the progress of pupils who have special educational needs (SEN) and/or disabilities. The behaviour of pupils is causing concern to a significant number of pupils, parents and carers. Parents report that they would like improved communication between school and home. Most-able pupils, including those who are disadvantaged, are not consistently challenged to achieve higher outcomes. The progression of key skills in reading, writing and mathematics does not provide sufficient challenge for pupils from their starting points. Opportunities for pupils to make progress in all national curriculum subjects are limited. The school has the following strengths Children meet national expectations at the end of the Reception Year. Phonics is taught well and pupils meet national expectations in the Year 1 phonics screening check. Disadvantaged pupils make as good progress as their peers. The additional funding to support disadvantaged pupils is spent wisely. Support for vulnerable pupils who have issues of social and/or emotional well-being is strong. School leaders have a positive relationship with parents, and attendance is improving. The leadership of SEN is effective, and the support for pupils who have SEN and/or disabilities is strong. Leaders are taking action to strengthen teachers’ subject knowledge and to improve pupils’ outcomes.