Ormiston Chadwick Academy


Name Ormiston Chadwick Academy
Website http://www.ormistonchadwickacademy.co.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 13 December 2016
Address Liverpool Road, Widnes, Cheshire, WA8 7HU
Phone Number 01514245038
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 788 (47% boys 53% girls)
Number of Pupils per Teacher 15.5
Academy Sponsor Ormiston Academies Trust
Local Authority Halton
Percentage Free School Meals 31.4%
Percentage English is Not First Language 2.9%
Persisitent Absence 19.3%
Pupils with SEN Support 23.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Ormiston Chadwick Academy is a smaller than average school with a comprehensive intake. The proportion of pupils known to be eligible for the pupil premium is higher than average. Some pupils are eligible for the Year 7 catch-up premium. The proportion of pupils from minority ethnic backgrounds is lower than average, as is the proportion who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is higher than average. The proportion who have an education, health and care plan is lower than average. A small number of pupils in key stage 4 attend registered alternative provision centres, including Harmonize Academy, New Horizons and Halton Tuition Centre. The school meets the government’s current floor standards, which set the minimum expectations for progress and attainment.

Summary of key findings for parents and pupils

This is an outstanding school The principal, executive principal, interim executive board and sponsor have created a culture of very high expectations among staff and pupils, which has led to rapid and sustained progress. In 2016, outcomes were significantly above average for all groups of pupils, placing the school in the top 10% of all schools nationally for pupils’ progress. Leaders have a very good understanding of the school’s strengths and weaknesses. Monitoring at all levels is rigorous and effective in identifying and supporting pupils at risk of underachieving. Teachers’ excellent subject knowledge and use of assessment information are major contributors to the rapid improvement in the quality of teaching and learning. Disadvantaged pupils are making more rapid progress than other pupils nationally. This is because leaders and teachers use additional pupil premium funding very effectively. Pupils who have special educational needs and/or disabilities make excellent progress from their starting points. The school’s arrangements for safeguarding are robust. Pupils feel very safe. The curriculum is tailored to the needs of pupils and delivers very strong outcomes. Together with a wide range of extra-curricular activities, it promotes pupils’ social, moral, spiritual and cultural development highly effectively. Pupils’ personal development and welfare are outstanding. Pupils have access to a coherent programme of activities to build their knowledge, skills and competencies to make suitable career choices. Behaviour is good. Highly effective systems put in place by leaders encourage pupils to behave well. Pupils demonstrate excellent attitudes to learning. Governors are experienced and knowledgeable. They provide very effective support and challenge to hold school leaders to account. Governors have played an instrumental role in bringing about improvements in the school. There is a programme to improve pupils’ literacy skills but not all teachers apply this consistently. As a result, in a small number of subjects, pupils’ literacy skills are not always developed as well as possible. Attendance has improved rapidly. However, the attendance of a few pupils is still not good enough.