Orchard Mead Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a good school that serves its community well. Teachers have high expectations of what all pupils can achieve.

They want them to aspire for excellence, to work hard, be kind and be responsible. Pupils said that they are grateful to their teachers. They appreciate the opportunities they receive.

Pupils conduct themselves well. Their behaviour is good in lessons. They act sensibly at break and lunchtime.

There is a positive and respectful culture. Pupils know that staff care about their welfare. They trust the systems in place to protect them from bullying and harassment.

Pupils particularly value the activities available to them, including thos...e led by the sports coach. The school is open early to allow pupils to play sport. After school, they can continue to study, to pursue interests or develop talents in music, dance, drama and even foam-bullet shooter games!

Pupils appreciate the rewards they receive for their positive conduct and their contribution to the school community.

They are proud to attend the school.

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

The curriculum is ambitious. It is built carefully.

It ensures that pupils, including pupils with special educational needs and/or disabilities (SEND), gain the knowledge and skills that they need. It is designed so that pupils remember more. More pupils are choosing to study academic subjects at key stage 4 than was the case previously.

Many teachers are enthusiastic about the subjects that they teach. They communicate this enthusiasm to their pupils. They have good subject knowledge.

They present information clearly. They skilfully check that what is being taught is being learned and then remembered. Pupils enjoy their learning.

Ensuring that all pupils can read is a priority. Pupils who have fallen behind in reading are identified quickly. They receive a well-structured programme of support.

They are helped to become more confident and fluent readers. Pupils who speak English as an additional language and those with SEND do not learn as well as they should.

Pupils enjoy a well-planned and sequenced curriculum.

This helps them to learn how to keep themselves healthy and safe, value difference and build healthy relationships. Pupils appreciate these lessons. They said that they now feel knowledgeable about different faiths and beliefs.

They have a strong understanding of different protected characteristics. One pupil spoke for many when they said, 'Difference is normal and is just accepted.'

Careers advice and guidance is effective.

A high number of pupils move successfully on to employment, education or training when they leave the school.

Pupils with SEND receive expert help, including from external agencies. The number of pupils with SEND who are excluded from school has reduced.

The trust has provided effective support. Teachers benefit from high-quality training, subject networks and coaching. Teachers said that they appreciate learning together, and that they 'are never alone'.

Many staff now share their good practice with others.

Leaders successfully engage with the local community. They work with partners to address the barriers to education that some pupils face.

They have improved the reputation of the school. More parents are making Orchard Mead Academy the first-choice school for their children.

Safeguarding

The arrangements for safeguarding are effective.

The school has a strong culture of safeguarding and welfare. Staff have a strong moral purpose to do the best that they can to keep pupils safe and ready to learn. Issues are identified quickly.

Pupils and their families receive the help that they need, including support from external services. Leaders are tenacious and will escalate concerns to protect pupils' welfare.

Staff receive appropriate training.

They know how to support pupils should any pupil disclose a concern or worry. The curriculum is adapted well in order to respond to any local safeguarding risks that may emerge. The single central record is well kept and rigorously overseen.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils who speak English as an additional language or pupils with SEND do not develop the literacy skills they need quickly enough. This means that they do not always learn as well as they could. Leaders should continue their work to improve the literacy provision for pupils with SEND and pupils who speak English as an additional language.

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