Orchards Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this happy and welcoming school. They form positive relationships with adults and each other.

Pupils are polite and well mannered. They know that the staff in school are there to help and support them. Pupils have someone they can go to if they have any concerns.

This helps pupils to feel safe in school.

Pupils are benefiting from the recent changes the school has made to the curriculum. The school has raised its expectations of what all pupils can achieve.

Pupils learn well across many subject areas. However, this improved learning is not fully reflected in published outcomes.

Pupils appreciate the range of activities... that they can take part in at playtime.

They enjoy participating in a variety of outdoor learning sessions. The school caters for pupils' interests through the wide range of clubs and activities on offer, such as choir and sporting activities.

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

Leaders have taken effective action to improve many aspects of the curriculum.

With the support of the trust, the school has ensured that the curriculum makes clear what pupils need to know and when they need to know it. Pupils access a broad and balanced curriculum offer. This starts in the early years and builds well as pupils progress through the school.

In reading and writing, improving provisional outcomes in external tests reflect the school's increasingly effective approaches to the teaching of English. These improvements are spreading to other areas of the curriculum. Previous published outcomes do not reflect the good quality of education that pupils now receive.

Older pupils, including previous cohorts of pupils, have had less time than other pupils to fully benefit from the improvements the school has made to the curriculum.

The school is welcoming of all pupils. High numbers of pupils join the school midway through the school year.

The school welcomes a significant number of pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. The school has developed effective ways to identify the varying needs of these pupils, including support with language and communication. Staff identify the best ways in which pupils' needs can be met.

The school puts in place regular, bespoke support for these pupils. This helps these pupils to progress well through the curriculum.

Staff are trained well to teach the phonics curriculum.

Pupils read books that are matched appropriately to their learning. Pupils who need extra support receive it quickly. However, some pupils at the early stages of reading and writing do not get enough additional opportunities to practise this learning independently.

They are often expected to access more complex learning tasks before they are ready to do so.

In the early years, children enjoy their learning. They excitedly speak to visitors, sharing what they are doing and what they have learned.

The environment is developed in response to pupils' needs. For example, pupils who need support to develop their physical skills access a range of small and newly installed large equipment. Adults provide appropriate support to children.

These interactions move children's learning on. There is a strong focus on developing children's language skills.

Pupils with special educational needs and/or disabilities (SEND) access the full curriculum where appropriate.

Their learning is supported through helpful adaptations made by well-trained staff. Some pupils follow a more personalised curriculum, with tailored support to meet their individual needs. Parents and carers contribute to regular reviews of the targets their children are working towards.

The school works well with external agencies to provide comprehensive support for pupils. As a result, pupils improve their academic knowledge and wider social skills.

The school is calm and orderly.

Expectations and routines are well established from the start of children's time in the early years. Leaders expect regular attendance from all pupils. The school checks attendance and punctuality closely.

It uses these checks to work with families to improve attendance and to overcome barriers. Although absence remains higher than the school would like, increasing numbers of pupils are attending every day and on time as a result of the school's actions.

The personal development programme is well considered.

Pupils learn about the importance of diversity and equality. They take part in discussion and debates as part of weekly assemblies. Pupils value each other's thoughts and opinions.

They have the opportunity to contribute to their local community, for example by collecting food for harvest, which is distributed locally.

The school and trust work closely together in all aspects of school life. Through their cross-trust working, staff benefit from useful professional development and training.

The trust and local governors provide a high level of challenge and support to the school. This ensures that improvements continue to drive the school forwards.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not provide some pupils who are at the early stages of learning to read and write with enough opportunities to practise and apply their learning. This means that these pupils do not develop some basic skills as well as they could. The school should work with staff to provide greater opportunities for these pupils to apply their skills with increasing fluency and independence before moving on to more complex learning.