Ormiston Herman Academy


Name Ormiston Herman Academy
Website http://www.ohacademy.co.uk/
Ofsted Inspection Rating Good
Inspection Date 18 January 2017
Address Oriel Avenue, Gorleston, Great Yarmouth, Norfolk, NR31 7JL
Phone Number 01493661355
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 347
Number of Pupils per Teacher 20.8
Academy Sponsor Ormiston Academies Trust
Local Authority 926
Percentage Free School Meals 31.7%
Percentage English is Not First Language 6.6%
Persisitent Absence 6.5%
Pupils with SEN Support 10.1%
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. The school is part of a multi-academy trust, the Ormiston Academy Trust. The school is an above-average-sized primary school. The majority of pupils are of White British heritage and the proportion of pupils who speak English as an additional language is well below the national average. The proportion of pupils supported through the pupil premium grant is well above average. The proportion of pupils who have special educational needs and/or disabilities is in line with the average. The school met the government’s current floor standards. This expresses the minimum expectations for what pupils should achieve by the end of their time in the school.

Summary of key findings for parents and pupils

This is a good school Teaching in the early years is highly effective and helps children to make a very strong start to learning. Outcomes for pupils in Year 1, in phonics screening checks, have been higher than the national average for the last two years. Almost all of the pupils currently on roll are making expected progress and are working at age-related expectations. Pupils who have special educational needs and/or disabilities achieve at least as well as their peers with similar starting points. The pupil premium additional funding is used effectively to diminish the differences in outcomes between disadvantaged pupils and those of their peers. Very strong senior and middle leaders have been highly effective in securing improved outcomes for all groups of pupils in reading, writing and mathematics. Committed governors provide effective support and challenge to leaders. Pupils behave well and respond appropriately to the system of rewards for good conduct and attendance. Good working relationships between adults and pupils inspire confidence among learners. Pupils’ progress in English and mathematics is tracked frequently to ensure that no pupil falls behind. An extensive range of enrichment activities excites pupils and raises their aspirations to learn. Subject leaders are developing ways of improving pupils’ progress in French and science but it is too early to see the impact of this work. Only a small proportion of the most able pupils, including the most able disadvantaged, are currently achieving the greater depth and mastery of which they are capable.