We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Ormiston Meadows Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Ormiston Meadows Academy.
To see all our data you need to click the blue button at the bottom of this page to view Ormiston Meadows Academy
on our interactive map.
They enjoy learning and playing together. Pupils live up to the school's expectation: 'Be your best. Expect the best.
Succeed together.' They achieve the aims of the curriculum. In lessons, pupils typically work hard and focus on their learning.
When facing tricky aspects of the curriculum, pupils encourage and celebrate the success of their peers. On the playground and when moving around the school, pupils are kind and courteous.
Pupils thrive in the school's welcoming ethos.
They develop a sense of self-worth and are sensitive to the needs of others. This is beneficial for the many pupils with special educa...tional needs and/or disabilities (SEND). Those who access support for physical disabilities play an active part in the school community.
These pupils are well supported to learn the full curriculum at school. Pupils also take responsibility to care for others. For example, older pupils on the playground support the children in the early years.
The school prepares pupils well for life in the wider world. Starting at an early age, pupils consider potential career options through the well-established careers education programme at the school. Pupils also understand fundamental British values such as democracy.
What does the school do well and what does it need to do better?
The school has designed a curriculum that is well matched to the wide-ranging needs of its pupils. Curriculum plans are well organised and clarify exactly what knowledge pupils should learn. The school, with the support of the trust, has in place effective ongoing training for staff.
This ensures that staff understand the content of the curriculum and the school's approach to teaching it. Staff consistently teach the curriculum well. They check what pupils remember and provide timely support if pupils show signs of not keeping up.
Pupils learn the knowledge and skills in the curriculum and are ready for their next steps in education.
The school's approach to supporting pupils with SEND is well developed. With the help of external specialists, the school swiftly identifies these pupils' needs and provides staff with clear guidance about how best to support them, particularly with areas of the curriculum such as reading.
Staff use this information well to arrange appropriate learning activities. The school has started to put in place more focused support that help pupils with SEND to learn areas of the curriculum that they find difficult to understand. This supports pupils with SEND well.
However, there are gaps in pupils' knowledge of certain areas of the curriculum. The school is developing plans about how pupils with SEND will catch up.
The school hosts the local authority's specially resourced provision for pupils with physical disabilities.
Pupils are well supported with the resources, therapeutic support and guidance that they need to learn well in school and build positive relationships with their peers.
The school's approach to early reading is well established. Staff closely follow the school's phonics programme.
With fine precision, staff ensure that pupils recognise and correctly pronounce the sounds of letters. When pupils find reading difficult, they get the help that they need. As a result, pupils become capable readers who enjoy reading books independently and with their classes.
Starting in the early years, staff teach the school's routines and expectations for pupils' behaviour. Pupils proudly wear their tags and badges recognising their positive conduct. The school provides effective support for pupils that find it hard to manage their emotions.
These pupils learn how to overcome any negative feelings and maintain positive behaviour.
The school ensures that pupils learn about the wider world. They have lots of opportunities to investigate the diversity of beliefs and lifestyles found in modern society.
Pupils learn how different beliefs can affect the way a person lives. For example, when studying 'hats of faith' pupils come to understand that clothing can demonstrate deeper spiritual feelings a person might have.
School leaders work well with the trust to ensure that the school provides the best possible education for pupils.
Staff appreciate and keenly take up the many opportunities for professional development. Staff also appreciate the way the school is considerate of their workload, and how they are supported if this starts to become unmanageable.
Trustees and governors work well together to ensure that pupils get the best possible education.
The trust provides effective training and support for governors to carry out their duties effectively. Trustees and governors know the strengths and weaknesses of the school and hold leaders to account for the quality of the school's provision.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils with SEND have gaps in their learning in some areas of the curriculum that the school is currently developing plans to address. Where this is the case, these pupils do not learn the breadth of the curriculum as well as they could. The school needs to continue to consider how pupils will be supported to learn the knowledge they need across the curriculum.
