|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||13 June 2018|
|Address||230 Bullsmoor Lane, Enfield, EN1 4RL|
|Type||Pupil Referral Unit|
|Religious Character||Does not apply|
|Number of Pupils||85 (67% boys 33% girls)|
|Percentage Free School Meals||16.7%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Orchardside was previously known as Enfield Secondary Tuition centre. The pupil referral unit was originally on three sites, and moved to a purpose-built site in January 2018. The deputy headteacher became the acting headteacher in January 2018, prior to the appointment of the current substantive headteacher on 4 June 2018. The move to a single site involved a significant restructuring of staffing, including at a leadership level. The school provides full-time education for pupils who have been permanently excluded from their mainstream schools or who are at risk of exclusion. The school aims to reintegrate younger pupils back into mainstream schools. A large number of pupils have complex social, emotional and behavioural needs. There are very few pupils with a statement of special educational needs and/or education, health and care plans, although there are several pupils who are undergoing assessments. Most pupils qualify for the pupil premium funding. The school uses 10 different alternative providers, overseen by the local authority, these being: Capel Manor; Focus 1st Academy; Footsteps Academy; ACE Edmonton; Waltham Forest College; LTStuition; Academy 21; Conel College; First Rung Ltd; and Enfield College. At the time of this inspection, Year 10 pupils were on work experience, and Year 11 pupils were on study leave.
Summary of key findings for parents and pupils
This is a school that requires improvement The lack of a permanent headteacher over a period of time has meant that leadership of key aspects of the school’s work, including maintaining the quality of teaching and learning, has lacked focus. As a result, the school’s overall effectiveness has declined. Two separate sites moved to a purpose-built school. Senior leaders have managed a complex premises move well, and a restructuring of staff, at both leadership and teaching levels. Leaders, including members of the management committee, acknowledge that their attention has been diverted away from the school’s main function of securing a good or better education for pupils. The current leadership structure does not provide a long-term solution in order to secure rapid and sustained improvements in the quality of teaching and in pupils’ achievement. Leaders’ tracking of pupils’ progress is not sharp enough and their reporting on this to the management committee lacks detail. Leaders do not ensure that teachers act on feedback about how to improve their practice. There is insufficient sharing of the good practice in teaching that exists in the school. Teachers do not make effective use of assessments to plan work that builds on what pupils already know and can do. Activities do not challenge pupils, particularly the most able, to make good progress. The teaching of non-core subjects lacks progression in promoting pupils’ skills and understanding. Pupils do not have enough opportunities to develop scientific enquiry skills. There are considerable inconsistencies in the progress that pupils make across both key stages, and in most subjects. Pupils do not make the progress they are capable of, especially disadvantaged pupils. The needs of pupils who have special educational needs (SEN) and/or disabilities are not met as well as is possible. Some teachers have low expectations of pupils’ conduct, which means that pupils’ behaviour is not always as good as it could be. Pupils’ attendance is below average. The school has the following strengths Safeguarding pupils is a key focus of the school and leaders ensure that pupils are kept safe in school at all times. The promotion of pupils’ personal development and welfare is good. The new headteacher is raising everyone’s expectations about what pupils can achieve and about their conduct. Leaders know what needs to be done to move the school forward.