Orchard Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Learning at Orchard Infant School is irresistible. Staff use their significant expertise to provide exciting lessons that engage pupils quickly. In every classroom, pupils are eager to learn new information.

They use this to ask thoughtful questions about the world around them. This includes finding out about what is special about their local community. Learning then extends much further afield to exploring the lives of the Maori of New Zealand and on to learning about the planets in space.

Reading is at the heart of the school. Pupils keenly recollect the stories their teachers read with them. They regularly visit the school library to find a good book to explore..../>
Pupils can read with confidence because of the support they get from the highly trained staff. They enjoy wearing their 'digraph-spotting' glasses as they learn new words.

Staff find out what makes each pupil unique.

This knowledge is used to provide the individual support that means pupils achieve exceptionally well. There is also a focus on developing the skills pupils need as they grow up. Pupils know that they must be considerate of the feelings of others.

They show this kindness to their friends to help everyone enjoy their learning.

What does the school do well and what does it need to do better?

Leaders, staff and governors are extremely proud of their school. Their ambition is limitless.

There is a relentless focus on giving their pupils the very best education. This begins in early years, where the youngest children make an exceptional start to their education. Learning is constantly redesigned to engage and enthuse.

The interests of the children are at the heart of this. They are very proud of their work and want to talk about their achievements. The autumn term focus on rules and routines helps children know how to play and learn effectively with their peers.

The emphasis on language and reading that begins in Reception continues as pupils move into key stage 1. This can be seen across the curriculum. Interesting books are selected that support the learning within the different projects.

Pupils enjoy listening to these stories, alongside learning to read books that match the letters and sounds that they practise each morning. Teachers think carefully about the vocabulary they want their pupils to learn. This is planned and used to help pupils explain their ideas and their emotions.

Governors and leaders have prioritised staff professional development so that all staff have the skills they need to deliver the well-sequenced and ambitious curriculum. This enables staff to quickly identify any gaps in pupils' understanding and act on these quickly. Pupils are regularly provided with opportunities to apply their learning.

In mathematics, afternoon sessions help pupils to consolidate their understanding of number. Within projects, pupils consider real-life scenarios that foster their curiosity. For example, in design and technology, pupils are eager to explain how the design of their 'roaming rover' will help scientists explore undiscovered planets.

Staff talk daily to identify what every pupil needs to achieve success. The needs of pupils with special educational needs and/or disabilities (SEND) are carefully identified. These are then used to plan specific support that will help all pupils with SEND to achieve highly.

Pupils who need help in learning how to control their behaviour get this daily. This ensures that learning is rarely disrupted. Dedicated time is also given to any pupils who find reading more difficult.

Pupils are very aware of the additional support on offer. They are confident that there is always a trusted adult who will provide help when this is needed.

The wider personal development curriculum is a strength of the school.

Most recently, there has been a focus on reinstating links with the local community that were missed because of the disruption caused by COVID-19. The recent 'community week' is an example of this. During this week, the children in Reception continued to develop their communication skills as they served their grandparents during a tea party.

At the same time, Year 2 pupils learned how to be an active citizen by raising money for the restoration of the local pier.

The school's 'CORE' values encourage pupils to strive for excellence and act responsibly. Most recently, staff have focused on helping pupils become more resilient.

The success of this work can be seen in the classroom, where pupils can explain how they learn from any setbacks or mistakes. Leaders also keep a close eye on staff and pupils' well-being. They do this to help everyone learn and flourish.

Safeguarding

The arrangements for safeguarding are effective.

All staff know their role in ensuring that pupils are kept safe from harm. They do this diligently.

Leaders take swift action when staff report any potential safeguarding concerns. They work closely with external agencies to make sure pupils and their families get vital support when this is required.

Pupils have an age-appropriate understanding of how to keep themselves safe.

They can readily recall stories that teach them about personal safety, including protecting their identity online. Staff also provide regular sessions that help pupils explore their emotions. These opportunities encourage pupils to talk about any worries they may have.

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