Ormiston Rivers Academy

Name Ormiston Rivers Academy
Website http://www.ormistonriversacademy.co.uk
Ofsted Inspection Rating Good
Inspection Date 09 July 2013
Address Southminster Road, Burnham-on-Crouch, Essex, CM0 8QB
Phone Number 01621782377
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 1086
Number of Pupils per Teacher 20.9
Academy Sponsor Ormiston Academies Trust
Local Authority 881
Percentage Free School Meals 8.2%
Percentage English is Not First Language 0.6%
Persisitent Absence 10.1%
Pupils with SEN Support 16.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Ormiston Rivers Academy works in close partnership with the Ormiston Trust family of academies. The academy is smaller than the average-sized secondary school. It is the only secondary provider in Burnham-on-Crouch. Ormiston Rivers Academy converted to become an academy school in September 2011. When its predecessor school, St Peter’s High School, was last inspected by Ofsted, it was judged to be satisfactory. The proportion of students known to be eligible for the pupil premium, which provides additional funding for children in the care of the local authority and for students known to be eligible for free school meals, is below the national average. There are more boys on roll than girls. The proportion of students who are disabled or have special educational needs and are supported through school action is above the national average. An above-average proportion of students supported at school action plus or with a statement of special educational needs attend the academy. There are very few students from minority ethnic groups or who speak English as an additional language. Students who require intensive support in numeracy and literacy join the ‘Wings’ groups for as long as support is required. A small number of students in Years 8 and 11 attend full-time off-site provision at the Children’s Support Service Centre in Heybridge. Other students in Year 10 have work experience placements at a local garage for two days per week and attend Essex Youth Build for two days per week. The academy meets the government’s floor standards which set the minimum levels expected for students’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Students make good progress based on their below-average starting points and progress continues to accelerate as they move through the academy and into the sixth form. Disabled students and those who have special educational needs achieve well. The small proportion of students eligible for the pupil premium makes good progress, and achieve as well as all students. Students’ achievement and well-being are at the heart of everything the academy stands for. The academy expects all students to be good and outstanding learners. Most teaching is good and some is outstanding. Students behave well in lessons and around the academy. They feel safe, and the academy’s good partnerships with other agencies make sure that students make positive gains in their learning. The Principal, supported by her leadership team and an effective governing body, have a clear vision for the future of the academy. They are ably supported by the academy staff, and monitor students’ achievement and the quality of teaching closely. Consequently, this is an academy that continues to improve. The sixth form is good. Teaching in the sixth form is consistently good, and is securing improved outcomes for students. It is not yet an outstanding school because : A small proportion of teaching still requires improvement because it does not always match the needs of all students fully. There are not enough opportunities for students to read widely enough beyond the classroom. A small proportion of teaching in mathematics is less effective than it might be because : basic numeracy skills have not yet been developed well enough for students to complete the tasks set. Some teachers’ marking does not tell students clearly enough how they can improve, and students do not respond routinely to teachers’ marking. As a new academy, it is too early to measure the impact of some of the initiatives in place.