Ormiston Park Academy


Name Ormiston Park Academy
Website http://www.ormistonpark.org.uk/
Ofsted Inspection Rating Good
Inspection Date 20 April 2017
Address Belhus Park Lane, Aveley, South Ockendon, Essex, RM15 4RU
Phone Number 01708865180
Type Academy
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 617 (54% boys 46% girls)
Number of Pupils per Teacher 21.3
Academy Sponsor Ormiston Academies Trust
Local Authority Thurrock
Percentage Free School Meals 26.8%
Percentage English is Not First Language 19.8%
Persisitent Absence 14.2%
Pupils with SEN Support 11.8%
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 a smaller than average-sized secondary school with 539 pupils on roll and this includes a very small sixth form of 40. It is a member of the Ormiston Trust group of academies. The current principal took up post in September 2014. Most pupils are White British and the proportion from minority ethnic backgrounds is just below the national average. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils who are disadvantaged and supported by the pupil premium is well above the national average. The proportion of pupils who have special educational needs and/or disabilities is well above the national average. The school has a facility specially resourced by the local authority called ‘ASCEND’. This provision supports up to 20 pupils who have a statement of special educational needs or education, health and care plan, and have extreme emotional and behavioural difficulties. A very small number of pupils access alternative provision at a local provider, Futures Gateways, and from the South Essex College 14 to 16 programme. The sixth form has a partnership agreement with South Essex College and some pupils access courses off site at this centre. The school meets current government floor standards.

Summary of key findings for parents and pupils

This is a good school Leaders, including governors and the Ormiston Academies Trust, have created a culture of high expectations and rapid, sustainable improvement. Leaders and managers have a precise understanding of the progress pupils make. They use this information well to support those pupils who fall behind. Leaders have skilfully developed curriculum pathways that match pupils’ needs and enable them to make good progress. Pupils are proud to be at the school and are typically kind and respectful towards each other. Pupils explain that bullying is rare and they feel safe in school. Pupils typically behave well. They are supportive of each other in their learning. However, a small number of pupils, often in key stage 3, take longer to adapt to the school’s systems and ethos. The sixth form is good. Students make good progress and are well cared for. Many progress into higher education or employment. Staff are overwhelmingly proud to work at the school and welcome the improvements since the previous inspection. Leaders have strong systems for supporting the personal development and well-being of pupils, particularly those who are vulnerable. Teachers use assessment information and good subject knowledge well to plan appropriate learning for pupils. In a small number of lessons where this is not done as well, pupils do not progress as rapidly. There is currently not enough sharing of good practice across departments to make the maximum impact. Pupils, many of whom enter the school with attainment well below their peers nationally, make good progress from their individual starting points. Disadvantaged pupils make good progress. This is due to the good quality of teaching, learning and assessment, and the precise support that they receive. Pupils who have special educational needs and/or disabilities are supported very well in the school’s ASCEND centre. They make good progress. Most pupils attend well and leaders are generally robust in monitoring and improving attendance. However, the attendance of some pupils who have special educational needs and/or disabilities, and some disadvantaged pupils, is not as strong. There is a need to review and amend strategies to promote attendance to ensure that the attendance of these pupils improves.