Orchard Park High School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils in this school receive an exceptional education. Leaders have extremely high expectations for pupils, which ensures that all pupils, including those with special educational needs and/or disabilities (SEND), can excel.

Pupils are very polite and welcoming.

Leaders have carefully crafted a character programme to... develop the necessary life skills to enable pupils to be successful. As a result, pupils are hardworking, articulate and highly motivated to learn.

There is a strong sense of community in the school.

Staff know all their pupils very well. Pastoral support is extremely strong and, as a result, pupils are safe in school. Leaders have created a calm and orderly environment.

Behaviour in lessons and around the school site is exemplary.

Pupils all take part in a very broad range of wider opportunities. Pupils attend 'character clubs' at the end of the school day.

These include a variety of sports and music groups, philosophy and coding club. Pupils also attend a range of outings each year. As well as a number of residential visits abroad, pupils can also take part in the 'adventures in London' programme.

This gives pupils opportunities to visit a range of museums, and historic and cultural landmarks.

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

Leaders have developed an ambitious curriculum for all pupils in the school. The curriculum is designed to ensure that pupils develop knowledge and skills very effectively.

This includes ensuring that pupils can use subject-specific vocabulary confidently. Leaders have robust systems in place to ensure that there is a high level of consistently strong practice amongst staff. They are conscious of the pressures of workload and explore strategies to minimise these where possible.

The governing body understands the strengths and priorities of the school and carries out its role effectively.

Teachers have strong subject knowledge. They present information clearly and make adaptations to ensure that all pupils with SEND access the curriculum effectively.

Teachers choose activities during lessons skilfully. This enables pupils to deepen their understanding of subject content.

Teachers are methodical in their systems for checking pupils' understanding and addressing any misconceptions.

They ensure that all pupils have a deep understanding of what they are learning. Teachers have extremely high expectations for the quality of work that pupils produce. As a result, pupils routinely complete work of a very high standard.

Leaders ensure that pupils who struggle to read are swiftly identified on entry to the school. Bespoke support is put in place so that these pupils quickly make improvements in their reading and fluency. Staff enable pupils in the school to develop a genuine love of reading.

Pupils enjoy reading a range of carefully chosen texts in school every day.

Pupils' attitudes to learning are extremely positive. Systems to support pupils' behaviour are clear and applied consistently by staff.

Pupils are taught how to regulate their own behaviour as part of their character development. Leaders ensure that pupils' attendance is high. They communicate effectively with parents and carers.

The school has robust procedures in place to encourage pupils to attend school regularly.

Leaders have developed a thoughtful and well-planned personal development programme that is rooted in the values of the school. The local context of the school and challenges pupils may face have been carefully considered as part of this curriculum.

The assessment of pupils' understanding of these topics is rigorous. This helps pupils to develop a thorough understanding of how to stay safe and healthy.

The development of pupils' character is central to the ethos of the school.

Pupils are explicitly taught character traits expected of them. These are then celebrated in a variety of ways including through completion of a 'character passport'. Leaders ensure that pupils receive high-quality careers advice and guidance.

Pupils experience the world of work through access to a range of outings and visiting speakers.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in September 2018.

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