Ormiston Meadows Academy


Name Ormiston Meadows Academy
Website http://www.ormistonmeadows.co.uk
Ofsted Inspection Rating Good
Inspection Date 11 December 2018
Address Matley, Orton Brimbles, Peterborough, Cambridgeshire, PE2 5YQ
Phone Number 01733231008
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 187
Number of Pupils per Teacher 15.4
Academy Sponsor Ormiston Academies Trust
Local Authority 874
Percentage Free School Meals 31.7%
Percentage English is Not First Language 28.9%
Persisitent Absence 13.9%
Pupils with SEN Support 19.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Ormiston Academy Trust sponsors the school. The trust delegates some of its responsibilities to the local governing body, through the scheme of delegation. The school has its own leadership team that is supported by the regional director. Ormiston Meadows Academy is an averaged-sized primary school. The academy is a host for a local authority resource for pupils with physical disabilities. Pupils who attend the school are from a wide range of ethnic backgrounds, but most are from White British backgrounds. The proportion of pupils with SEND and those with an education, health and care plan is in the top 20% of schools nationally. The proportion of disadvantaged pupils, those eligible for support through the pupil premium funding, is in the top 20% of schools nationally. The proportion of pupils who speak English as an additional language is above the national average. The school runs a breakfast and after-school club.

Summary of key findings for parents and pupils

This is a good school The principal has high expectations of staff and pupils. Working with an effective leadership team, there is a strong drive to ensure that the school continually improves. The school has been ably supported by the Ormiston Academies Trust (OAT). Training provided by the trust is used well to improve the quality of teaching, especially in mathematics. Governors make a good contribution to helping the school to improve. They have the skills and information to hold school leaders to account effectively. The proactive work of the pastoral team provides good support for both families and pupils. Pupils feel safe and are well cared for. Since the last inspection standards have risen year on year. From low starting points, current pupils make good progress, especially in reading and mathematics. Children in the early years get off to a good start to their education. Leaders plan provision well so that children thrive in the nurturing environment. Pupils who start school at different times, including those who are new to speaking English, receive effective support from adults. This helps them to settle in and make good progress from their starting points. The inclusive nature of the school ensures that pupils’ needs are met well. Those pupils with special educational needs and/or disabilities (SEND) make good progress because of the support they receive. Teaching assistants use their initiative and skills well to check pupils’ understanding. They provide effective support during lessons. The curriculum is well planned. It provides pupils with rich and varied experiences to help develop their knowledge across a range of subjects. However, in subjects other than English and mathematics, the most able pupils receive work that is too easy or does not challenge them well enough. On occasion, teachers do not plan sufficient opportunities for pupils to develop their stamina and resilience for writing. Additionally, adults do not consistently ensure that pupils apply their handwriting and spellings skills to all of their writing.